The Study Of Narrative Experimental Writing Teaching In Low Grades Of Junior High

The presence of low-grade junior narrative writing many problems,the cause of the existence of certain students,teachers also can not shirk its responsibility.In particular narrative composition teaching activities,teachers should guide students to get close to nature,to observe,to focus on the students’ perception,provide material for students writing.In addition,the students special writing guide,so language was vivid,but also improve the level of high school students an important method of narrative writing.This paper follows the concept of new curriculum standards in conjunction with low-grade junior high school student characteristics,to explore in a series of experiential teaching of writing practice.The thesis mainly includes the following aspects:Part I: Introduction,mainly on topics of reason,research status,research significance.Part II: The main junior high school low-grade status of narrative writing.Mainly through the questionnaire survey found that teachers and students in narrative writing problems and analyze the causes of the problem,mainly from students and teachers in two levels.First,point out the low-grade junior high school student in question and the reasons for the existence of narrative writing,such as writing interest is not high,the lack of life experience and thinking,the lack of specific guidance,reading is not high quality,do not develop good study habits;then expounded teachers the main reason for the existence of problems and lower grades in junior narrative writing,such as: lack of narrative writing teaching system of planning,lack of advanced teaching philosophy,teaching enthusiasm is not high,lack of guidance to students and the like.Fourth,the junior high school language curriculum standards.Part III: mainly expounds the connotation,characteristics and theoretical basis of experiential composition teaching.First,define the connotation of experiential teaching;then,expound the characteristics of experiential composition teaching.At last,it expounds the theoretical basis of experiential composition teaching.First,humanistic learning theory.Second,contemporary constructivist learning theory.Third,junior middle school students in the physiological and psychological characteristics.Fourth,junior high school language curriculum standards.Part IV: the teaching strategies of experiential writing in junior Chinese narrative.From entering into the life and into the text in two aspects,into the life,including family life,school life,natural life,social life in four areas,into the text,including both in-class and extra-curricular.Part V: Experience Junior Chinese narrative writing teaching case studies,mainly for teaching narrative writing a special classification,such as: People writing,narrative,landscapes,substance four aspects to provide specific operational approach to narrative writing teaching.Part VI: Teaching Achievements Exhibition and teaching reflectionPart VII Conclusion,summary conclusions of the study,innovation of this paper and the need for improvement.