Middle School Writing Teaching Strategies

There has long existed a series of problems in the teaching of Chinese writing in Senior Three in high school. Obviously, the required topics and contents for writing are vague, and some are even out of random. Meanwhile, teachers are still obeying the traditional model of writing, correcting and appraising. The teaching of Chinese writing is known to lay particular emphasis on the training of writing skills, which results in undesirable effects. This paper is aiming to probe into the teaching strategies and practice for Chinese writing in Senior three by analysing the reasons of its current problematic situation. The paper is also trying to set clear goals, key points during the teaching of Chinese writing in Senior Three as well as the ways to put them into practice. By introducing the relatively fixed and feasible strategies of writing, the teaching of Chinese writing will be ordering and systematic. In this paper, instructive teaching strategies and teaching cases will be demonstrated to improve the randomness, overlapping and duplication in Chinese writing. Thus, the teaching of Chinese writing in Senior three will be more effective.The introduction part gives an analysis of the current situation of the teaching of Chinese writing in Senior Three in high school and causes for it, and clarifies the necessity of more attention and consideration on strategies of writing teaching.The second section is the study on the theories of effective teaching strategies, such as the principles of ensuring the classroom-teaching effectiveness, the strategies for dealing with teaching materials, the strategies of effective teaching, and the effective study strategies, in addition to some practice of domestic writing teachings, and therefore puts forward the major problem this paper tries to ponder on and settle.The third section is the study of how to set the teaching goals of Chinese writing in Senior Three in high school and how to choose the relevant contents. The study of applying strategies into practice is also included in this section. The teaching aim is set according to the basic principles made by Ralph Taylor, father of modern theories of curriculum. The teaching plan is made on the basis of coherence and sequence. This section also presents the summary of my own experience, which is based on my nine-year teaching practice in Chinese writing in Senior Three in high school. It is a reflection on a variety of teaching cases and gives some practical strategies of the following aspects:teaching students to accumulate abundant materials, to determine the theme according to the given topics and to work out the structure. It also involves the strategies of teaching students to think deeply and in all directions, and the strategies of assessing and modifying one's own compositions.