Research On Narrative Writing Teaching In Junior High School Based On Communicative Context

Writing is an extremely important component of language practice and learning.The "2022 National Curriculum Standards for Compulsory Education in Chinese Language" requires students to "write narrative essays and express clear intentions," "consider different purposes and audiences when writing," and "observe life from multiple perspectives" in order to express their own feelings,experiences,and thoughts about nature,society,and life based on life experiences and achieve "authentic writing." Similarly,narrative writing emphasizes the authenticity of content,the typicality of selection,and the imagery of language,which is based on the author’s observation and reflection on real life,and actively responds to life on the basis of a large amount of original material accumulation.The basic characteristic of narrative writing is the true reflection of objective facts and respect for the facts.Narrative writing is an important part of the junior high school stage,and the requirements in the "new standard" are consistent with the essence of writing as expressed in the theory of communicative context.In this study,the author attempts to integrate the theory of communicative context writing with narrative writing and proposes a communicative context-based strategy for teaching narrative writing in junior high schools.This thesis is primarily composed of four parts in terms of its structure:Chapter One summarizes the essence of narrative writing in communicative contexts and analyzes the feasibility and necessity of implementing narrative writing in communicative contexts for middle school students.Narrative writing in communicative contexts can stimulate students’ interest in writing,enhance their creative expression and communication skills,and improve their ability to think critically.Chapter two investigates the current implementation status of narrative writing in a relatively objective manner through surveys of students and teachers,as well as teacher interviews.Furthermore,it analyzes the existing problems and causes,including the utilitarian ization of writing motivation and deviated purpose awareness,a lack of reader consciousness among students and a single writing audience,vague writing content and disordered writing instruction,insufficient guidance in the writing process and outdated writing theories,and ineffective writing evaluation with a single assessment method.Chapter Three designs relevant writing teaching strategies based on the problems and reasons existing in communicative context-based narrative writing teaching for middle school students.The study designs relevant teaching strategies for narrative writing.Firstly,it presents the principles of communicability,contextuality,and authenticity required for narrative writing scenarios.It awakens students’ desire to express themselves by creating realistic or plausible contexts during narrative writing tasks.Secondly,the teacher guides students to observe and accumulate materials in life,communicate their feelings and explore life,experience and perceive life,and convey it through communicative writing,thereby invoking students’ life experiences.When facing specific narrative writing tasks,students need to mobilize their existing life experiences and engage in reasonable associations and imagination.According to communication context theory,the "brainstorming method" and RAFT analysis of contextual elements can be used to train students’ thinking,which will help them choose narrative writing materials more reasonably.In the writing teaching process,teachers can build a support framework based on the situation,checklist,question,and example to assist students in writing smoothly and cultivate their discourse construction ability.Finally,this study adopts diverse evaluation subjects and varied assessment methods to promote students’ active learning and self-reflection and enhance their writing ability.Referring to the "6+1 Trait" writing model used abroad,the study transforms the general contents of writing evaluation into scientific indicators that can be quantified.It uses a writing training exercise as an example to design a preliminary quantitative scale and can also use a file bag writing evaluation method for qualitative evaluation,dynamically recording the overall writing process of students.