Practical Exploration Of Generative Teaching Classroom In High School Chinese Writing Teaching

Through writing,students can not only demonstrate their own personality,but also mobilize their thinking activities and improve their comprehensive ability.Despite this,in the actual teaching process,students show rejection of writing.As an important part of high school Chinese teaching content,writing teaching is a difficult task for teachers.However,in writing teaching,what teachers should teach and how to teach is a problem that has long plagued frontline teachers.With the deepening of the new round of curriculum reform,researchers are paying more and more attention to the changes in roles between teachers and students.The concept of generative classrooms is used by more and more teachers in classroom practice with its own life-oriented consciousness,including writing teaching practice.Infiltrating the concept of generative classroom into the process of writing teaching is the inevitable result of curriculum reform,and it has an important guiding role for teachers in writing teaching practice.However,for a long time,due to the limitations and influences of exam-oriented education and traditional writing classes,the use of generative classrooms in writing teaching practice still has some problems.This article is divided into three chapters:The first chapter is about the problem of high school Chinese writing generative classroom.This chapter is based on the author's first-line teaching practice.It explores the problems of generative classroom teaching in high school Chinese writing teaching from two aspects:one is unreasonable presupposition;the other is the false prosperity of generative classroom.The second chapter is an in-depth discussion of the reasons for the problems in the high school writing generative classroom.Mainly include:First,the students' low subject consciousness leads to problems in teacher-student interaction;Second,the teacher's dominant position crisis caused by teachers' own ability and other issues;Third,the existing writing evaluation mechanism is restricted.The third chapter explores the coping strategies of high school writing-generating classrooms in practice.The main contents are:reasonable presupposition,giving play to the leading role of teachers,cultivating students' subjective consciousness,and more free writing ability investigation mode.Conclusion.Finally,this study summarizes and prospects,and points out the shortcomings of this article due to unchangeable reasons.