A Study On The Effectiveness Of Chinese Text Mining In Improving The Writing Ability Of Junior Middle School Students

At present,the lower writing ability of junior high school students is deserved our attention.A noteworthy issue concerning how to improve junior students' Chinese writing ability has been raised.Based on the extensive teaching practice,this paper reveals that the full exploitation of Chinese text resources can help students improve their writing skills.This paper is divided into three parts to explore the importance of effectiveness of Chinese text resources towards junior middle school students' writing ability.The first part of this paper is the introduction.This section documents the research object,academic significance,content,methodologies and research status.The second part is from chapter 1 to chapter 3.Chapter 1 firstly points out that junior high school students generally have some problems like reading and talking less,lacking of interests and passive responding,speaking more than writing,being too lazy to writ,etc.Therefore,the author proposes that teachers should make great efforts to make students read texts intensively,arouse their interest in writing and being close to real life,and striving for something to say.At the same time,teachers should change the traditional teaching modes and innovate teaching methods.Chapter 2 elaborates on the understanding and classification of the exploration of Chinese textual resources,which is based on the standard of Chinese curriculum.Through the accurate setting of teaching objectives,in-depth search and analysis of the texts,the content can be applied to specific writing teaching to achieve effective teaching behavior.It can be classified from text content and writing needs.At the same time,this chapter grasps the based on course standards and look for the digger in the text and find the right Angle to cut into the text and creative text explain the importance of effectively exploring Chinese text resources for junior middle school Chinese teachers.Chapter 3 is the core chapter of this part,exploring the effectiveness of mining Chinese text resources to improve the writing ability of junior high school students.Firstly,it elaborates the reference role of combining the excavation of Chinese text resources and the cultivation of writing ability,the role of expanding students' writing thinking level,the role of improving students' language expression ability,and the role of making up for the lack of writing insufficient writing resources,etc.Secondly,combining with three writing teaching examples of How to Describe Scenery,How to Narrate Completely and How to Narrate Appropriately,this paper puts forward three effective methods: touch-by-analogy method,factor extraction method and on-the-spot verification method.Finally,it focuses on the students' writing exercise behaviors before and after the teaching of How to Describe Scenery,How to Narrate Completely and How to Narrate Appropriately.On the basis of comparative analysis,it evaluates the effectiveness of the exercises.The author holds that students begin to write with "something to say".Their initiative and interest are enhanced,their thinking is further broadened,and their basic skills of language expression are enhanced..The third part is conclusion.It reflects the limitations of this paper,as well.The shortcomings are mainly reflected in the insufficient investigation on the current situation of junior high school students' writing ability,the insufficient meticulous classification of text resources,the lack of specific writing cases,such as expository articles and argumentative papers,and the lack of students' subjectivity.