| Writing is an important standard to measure students' Chinese accomplishment,which takes up a large proportion in Chinese learning.However,the current writing teaching is still guided by the teacher's explanation,which leads to such problems as the difficulty in reflecting students' initiative,low interest in learning,and the lack of communication and interaction among students.In order to solve these problems,this study proposes to apply the method of peer help learning to the teaching of narrative writing in junior high school,and proposes corresponding teaching strategies based on the specific teaching situation.In the part of literature review,the relevant literature was searched mainly by key words such as "peer mutual assistance","narration of junior high school Chinese" and "writing",and relevant papers,books and periodicals were reviewed,and then sorted out,summarized and analyzed.The results show that there are abundant theoretical studies on peer support,but few practical studies on peer support.In terms of writing teaching strategies,researchers only pay attention to the research on aspects(patterns and operating procedures),but ignore the research on points,and fail to realize that the actual operation in different styles and the methods used in writing skills are also different.The theoretical basis mainly includes the theory of the zone of proximal development,the theory of children's peer relationship,the theory of group dynamics,the theory of humanism and the theory of hierarchy of needs.The problems existing in the teaching of narrative writing and the use of peer help in practical teaching are sorted out through a questionnaire survey.Some problems are pointed out and their causes are analyzed.Based on the literature review and theoretical basis as well as the results of investigation and analysis,the author,based on his own teaching practice,systematically elaborated the specific application strategies of peer assistance in the five stages of preparation,development,conception,materialization and evaluation before writing.The results of this study show that the peer and mutual assistance learning method implemented in the teaching of narrative writing in junior high school can mobilize the enthusiasm of students,enhance their sense of cooperation and communication,exercise their oral expression ability,and spread the thinking ability of students.Finally,it can improvestudents' writing ability. |
