A Study On Teaching Practice Of Chinese Writing In Middle School In The Context Of Communication

In recent years,with some scholars putting forward a new concept of writing teaching,the research on writing teaching has been set off again.From the perspective of "communicative context",Many experts from the theory or practice of many aspects of the exploration,which has a leading role in the country’s language educators.this paper explores the teaching of junior middle school Chinese writing in the school where the author teaches.In addition to the introduction,the thesis is divided into four chapters.The introduction mainly puts forward the reasons for the topic selection,sorts out the relevant literature and the definition of the core theoretical concepts,and lists the research methods of this paper.Chapter one investigates the current situation of Chinese writing teaching in one middle school in Gan Zhou city(including questionnaire and interview)to find out the problems and analyze the reasons.The problems of students are mainly writing interest and writing class atmosphere is not strong,writing essence and writing object is not clear,writing material accumulation is not enough,style knowledge and language expression skills lack,the main reason is writing difficult mood,life experience and language experience lack.The problems of teachers are mainly due to their inadequate writing quality and emphasis on writing teaching,inadequate preparation of writing topics before class,lack of substantive writing guidance in class,and the formalism of correcting and reviewing after class,which are easy to ignore.The reasons are mainly due to the lack of attention on ideology,the difficulty in using new teaching materials,and the lack of time.There are also environmental reasons,including test-writing assignments,school schedules,and societal perceptions.Based on the analysis of problems and causes in the previous chapter,the second chapter puts forward the teaching ideas and approaches of junior middle school Chinese writing in the context of communication by combining relevant theories of communicative context writing with the study of famous teachers’ class examples and taking communicative context writing elements as the core.The approaches include creating and analyzing the writing task context in line with students’ psychology,enriching or arousing students’ experience of relevant topics in the real context,and cultivating students’ constructive thinking and appropriate expression in the communicative context.Chapter three begins with the author’s own practical study of class examples,that is,through collecting materials,teaching design,classroom implementation,classroom evaluation and teaching reflection,the author studies the teaching practice of junior middle school Chinese writing in the context of communication.The fourth chapter is to summarize and discuss the practice research of the whole lesson.Class case study results show that the overall feedback within the perspective of communicative context of Chinese writing teaching is effective and can help junior high school students regain their interest and confidence in writing,clear writing,improve writing ability.The essence and purpose of writing lies in communication.First of all,the writing task context should be defined.Teachers and students should attach importance to the consciousness of the author,the consciousness of the reader and the consciousness of the purpose in the process of teaching and learning.In addition,they should exercise their thinking and the ability of constructing the text by combining the topic experience in line with the context and the knowledge of the style they have learned,so as to achieve the communicative purpose of expressing their feelings.But should pay attention to the following aspects: Communicative context task design should conform to the students’ psychological and learning,communicative context elements to runs through the wholewriting process,students learning support and mutual communication link to moderate in a timely manner.Communicative context can let us junior high school Chinese teachers roam in another world of writing teaching,help students understand the nature of writing,feel the joy of writing.I hope that my practical exploration can give more front-line teachers some help and inspiration.