A Study On The Teaching Of Junior Middle School Writing Under The Guidance Of Semiotics Double-shaft Relationship Theory

Composition teaching has always been the focus and difficulty in the teaching of Chinese in secondary and primary schools.In China,there are a lot of methods and skills about composition teaching,but because of the strong comprehensiveness of Chinese subject and the individual difference of language use,many writing methods are in the awkward position of lack of scientific theory support.Many junior high school teachers and students believe that there is no fixed method of composition teaching,composition skills are unpredictable.In the long-term weak and inefficient teaching,writing teaching has gradually slipped to the edge of Chinese teaching,and students have gradually lost interest in writing.The creative enthusiasm of students is still low.The “biaxial relation ”theory of semiotics provides a new perspective and possibility for the current junior high school writing teaching.My thesis attempts to apply semiotics to the teaching of junior middle school Chinese,and tries to use semiotic "biaxial relation" theory to guide the writing teaching in junior high school.By developing a "biaxial" program for writing teaching and training to improve Students' language proficiency of weak axis in composition writing.At the same time,improve students' "two-axis" operation ability.In this way,students' speech skills are improved step by step,thus improving their writing skills.This paper has six parts.The first part is an introduction.It mainly expounds the background of the topic,the research status,the main content and ideas of the research.The second part is about the investigation of junior high school students' writing and teacher teaching status under the "two-axis relationship".I conducted asurvey and analysis of the current situation of junior high school teachers' teaching and the students' writing status through questionnaires and interviews.In order to further understand the difficulties in student writing,I also conducted a follow-up study on fixed students for more than two months.The third part is the theory of symbolic "biaxial relationship" in semiotics.This chapter focuses on the connotation and characteristics of the biaxial relationship between semiotics and semiotics.At the same time,the possibility of the "biaxial relationship" theory and the integration of writing is discussed and explained.The fourth part is the research part of the application of "biaxial relationship" theory in the writing of the vocabulary level in junior high school.In this chapter,the students' writing level layer is constructed from the two axes of “aggregation axis” and “combination axis” respectively.The training program is designed and the students are tested.The fifth part is the research part of the application of "biaxial relationship" theory in the sentence level teaching of junior high school.This chapter mainly applies the "biaxial relationship" theory to the sentences of student composition.For four different "two-axis" types,I designed different essay enhancement programs and trained different types of students.The sixth part is the part of the students' comprehensive writing test and change analysis.Through the comprehensive writing experiment,students can observe the improvement of writing skills after the “two-axis” training of words and sentences.On this basis,this chapter summarizes and analyzes the experiment.