A Writing Content Study Of NSEFC Teaching Materials For Junior Middle School

Teaching contents and requirements often have important influence on teaching effect. How many writing materials have been installed for the training of writing ability from the teaching perspective? What kind of skills that the books attempt to cultivate students writing on? How many styles does the training concern? What are the students expected to write? How to specify that? For the language teaching research, it has a long history, but to the study of teaching material, with the perceptual comment is more, empirical research is less, resulting in materials research, high quality research results are not easily found.The study scope of this article is based on the framework writing of the NSEFC (volume1-6), through writing, training methods, training style, writing content perspective, in detail and relatively accurate statistical data to keep eyes on the textbook of all the writing activities, combined with the existing curriculum standards, to describe the present state of the Chinese textbook writing materials in junior middle school, pointing out the existing problems and give some confined suggestions in order to find a new way of studying and the compilation of the teaching materials.The first chapter mainly discusses the settings of the writing volume of this version teaching material, the second chapter mainly analyzes the stylistic distribution situation, the third chapter reviews the training forms, and the fourth chapter is to dissect teaching materials on writing contents.The analysis demonstrated that this teaching material works well on " the practicality of framework writing"、"writing autonomy"、" writing contents link to life".But just because of the pursuit of the three points, several other more obvious problems have occurred:First, writing activities are in virtual. Maybe the textbook editors almost ignored the writing words defined for respecting the writers’autonomy, it is easy to cause the students’ basic writing training weight lose. Second, writing training content, training methods and training style showed a greater imbalance, or even randomness. Third, there is a wide gap between realistic and virtual writing, and the teaching materials almost ignore the " associative" ability training.