Writing Teaching Middle School From The Perspective Of System Theory

Writing is an important way to use language to express and communicate, and is the process of knowing the world, self-understanding and creative expression. Writing teaching plays an essential role in Chinese teaching. However, writing teaching in middle school always far from satisfying, and it has become a difficult problem. Facing the reality of inefficiency in writing teaching, different approaches have been put forward, such as paying attention to the students’ psychology, promoting their idiosyncratic writings. But the effect is not obvious all the time, and students’ overall writing level still has not been improved. The writing teaching reform is looming ahead.Based on western system theory, the author thinks that writing behavior, in writing teaching middle school, is a full system, composed of four elements: subject(students), object(writing materials), carrier( language, structure, compositions, etc.), receptor( the reader). Experience, writing process, reading and appraising, etc., which found a key place in writing system, are key parts in connecting every elements. Writing teaching should pay high attention to these key links and regard them as a focal point of writing teaching. Only advance and promote writing accomplishment as a unit can improve the students’ writing ability effectively.This paper is made up of five parts. The introduction is mainly an overview of the development of writing teaching in middle school and system theory, and it also discuss the theoretical and practical significance of this study. The first chapter points out that writing behavior is a complete system, whose four elements including subject(students), object(writing materials), carrier( language, structure, compositions, etc.), receptor(the reader) and their bi-directional relationships between them are mainly expounded. The author also finds the central parts which connect the four elements, such as, experience, writing process, reading and appraising and so on. In the second chapter, the writing teaching middle school are analyzed through questionnaire. Through the students’ writing, the author finds some current problems in writing teaching, such as students’ less life experience, unilateral understanding the writing process, unified main body of reading and appraising, lack of consciousness of being readers. The third chapter introduces the implementation strategies of writing teaching from the perspective of system theory. Aiming at the problem, the author put forward the following concrete teaching strategies: enrich students’ experience through various channels, pay attention to the writing process, establish a diversified review mechanism, develop students’ consciousness of being readers. The last part summarizes the main content of this thesis. The author hopes that more and more researchers focus on the writing teaching middle school from the perspective of system theory.In writing teaching middle school, writing behavior is a complete system whose elements are interrelated. Various strategies are implemented in teaching process to improve and perfect the junctions to help the writing system work better and promote writing teaching.