A Study On The Effectiveness Of Process Writing In Middle School Chinese Writing Teaching

Chinese is a comprehensive and practical course to learn the use of language.Writing is an important way to express and communicate with language.Writing ability is also a comprehensive embodiment of Chinese literacy,because writing often reflects one's level of language use.However,in the actual language teaching activities,the writing part has been bugged the many teachers and students,invest a lot of time and effort,the students' writing level is rare,and most of the students delayed in writing,negative to cope with,it is also caused by writing "do not please painfully" status,the important factors,therefore,it is very urgent to seek a new way of writing teaching.In the 1960s,"process writing" became popular in the west and was soon widely used in native language teaching.Therefore,if the "process writing method" can be introduced into the current junior high school Chinese writing classroom teaching,it will surely provide some new ideas and inspirations for the innovation and reform of Chinese writing teaching.This paper is divided into five parts.Part ?: introduction,including the research background,research issues,and the research status of the paper.The second part: concept definition,the connotation and characteristics of process method are explained.The third part: research design,the author of "process writing method" and the junior middle school language classroom writing,applying this method to the thesis teaching design,and with the traditional teaching method of writing(writing)compared to explore the process writing method for junior middle school Chinese writing classroom effectiveness and suitability.Part four: data analysis.A series of data obtained in the experiment are analyzed scientifically,including a statement of the different teaching processes of the experimental class and the control class.Analysis of students' writing behavior in class;Final composition text comparative analysis;Comparative analysis of scores;Analysis of the reasons for the difference between process writing method and result writing method.The fifth part,research conclusion and suggestion.Through the above experiments and data analysis,the research conclusions are drawn and expounded,the problems found in the research are explained and reflected,and the author's Suggestions on the future teaching practice of "process writing method" are put forward.