Practical Research On Improving The Narrative Writing Ability Of Junior High School Students

Aiming at the common problems in narrative writing and the large number of children in Longyuan middle school students,this paper conducts a practical study with the seventh grade students as the starting point under the cooperation of teachers' team.For a school year,the last semester is mainly through the formulation of experimental programs to solve problems in different levels and effective training,while the second semester is mainly for the consolidation of problems left over from the first semester and recurring problems.After the experiment,the students' narrative writing ability has been improved,and they have achieved good results in school,district and even municipal competitions.The introduction part of this paper mainly focuses on the basis of choosing this topic,the significance of the research,the research summary at home and abroad,the research methods and the innovation of this paper.The first chapter is mainly through personal observation,exchanges between teachers and summary of opinions to conduct questionnaires,a more extensive understanding of the situation and make reasons for analysis.There are some problems in narrative writing in our school,such as unsatisfactory number of words,more wrong words,single character description,lack of focus,inappropriate detail,low theme intention,lack of specific stage goals and corresponding guidance at the beginning and end.The reason is that the way of reading and writing is not thorough enough,the students do not have the habit of self-revision,and the purpose of writing is not clear.The second chapter is mainly about the practical plan of improving the narrative writing ability,which is jointly formulated by the teachers of Longyuan Middle School.The program is mainly implemented in the first semester of the seventh grade,which is roughly divided into two stages.The first stage is mainly about the corresponding methods proposed for the three problems of unsatisfactory number of words,more wrong types of words and single description of characters.The second stage is mainly about the corresponding aspects of the four problems: students can't grasp the key points,are slightly inappropriate in detail,have a low theme,and can't point the questions at the beginning and the end.The situation of each class is slightly different,and the arrangement of strategies will be adjusted appropriately.The third chapter is mainly about the implementation and practical results of Longyuan middle school teachers according to the corresponding countermeasures inthe two stages.In the first stage,mainly through multi-channel to collect materials,develop the habit of self-revision,and then combined with the analysis and revision of students' exercises to solve the problem;in the second stage,mainly through learning to write outlines,how to deal with details around the center,how to make the idea plain and meaningful,how to let the structure of complete knowledge explanation and corresponding training to solve the problem.The practical results are mainly reflected by the comparison of changes and achievements in students' narrative compositions before and after,and the efforts of our teachers to maintain students' interest in writing are summarized.