A Study On The Strategy Of Perfecting And Developing Teaching Content In Senior Middle School

Writing teaching, language teaching has been occupied by the "half." Especially the teaching of writing in high school, in the face of the entrance examination pressure more important, become the focus of teachers, students and parents concerned. However, high school teaching of writing there has been "re-approach light content" bias, uncertainty high school writing teaching content, teaching writing as a constraint to the level of the bottleneck. Academia emphasis on the teaching of writing content is not high, resulting in relatively empty-related research.Topic of this paper is to study high school writing teaching content, the main part of three chapters:The first chapter describes and analyzes the current situation of high school essay. through Students questionnaire survey found that students’ lack of interest in writing, writing self-efficacy is low, the identity of the classroom teaching of writing low; Through interviews with teachers teaching composition analysis, we found writing teaching concept of unorganized, empirical content writing teaching, writing teaching in the form of single, idealized function of teaching writing problems. In essence, that the content of classroom teaching of writing is defective, resulting in mediocrity and teachers had to Writing Teaching.The second chapter curriculum, teaching materials, teaching writing teaching content three dimensions were traced formula Reason. From the Perspective of Writing Course content deficiencies exist in the standard curriculum content standards vacancies, course type of writing is still "teaching style." the main problem; Textbooks from the Perspective of Writing content defect, two major issues there is no single textbook writing knowledge obsolete and dislocation, textbook writing presentation of knowledge; Teaching from the Perspective of Writing content defect, teaching in the "Reading with" always appears in a unidirectional and linear form, it is difficult to effectively improve students’ writing skills. Teachers’ lack of quality writing, writing teacher professional development needs to be improved.The third chapter presents communicative context writing, miniature writing, writing strategy. Basic Ways communicative context of writing can be divided into three steps:first communicative context, analytical writing tasks, students start internal representation mechanisms:second, to fill the student experience and the experience of writing life, writing generated content:Third, make up lack of students’ language experience, training, language skills. Policy miniature writing curriculum design, including micro-target strategy of writing, content writing strategy of micro, micro Writing strategy and policy context micro Writing bracket. Based on Scale writing, we put forward the basic way to develop writing Scale: discovery concept, revised scales to determine grade, tissue remedy. Scale classroom teachers to use writing Writing students have to achieve a personalized training, support teacher professional development, improve the sense of writing Course.