Research On The Instructional Strategy Of Narrative Fragment Composition In Junior High School

With the deepening of curriculum reform,the voice of improving the traditional systematic composition teaching and implementing the new curriculum reform is higher and higher.In order to change the inefficient situation of narrative composition teaching and improve the effect of writing teaching,this paper explores the teaching method of fragment composition.By combining with the writing section of the unified edition of teaching materials,the teaching guidance strategy of narrative fragment composition is put forward to improve the teaching efficiency of narrative writing,supplemented by practical teaching examples.This paper is divided into five parts:The first chapter analyzes the feasibility of narrative fragment composition teaching in junior high school.Through the questionnaire survey,it is found that there are some problems in the current junior high school narrative writing teaching,including the lack of scientific teaching arrangement,the inadequate use of teaching materials,the lack of practical practice in knowledge teaching,the lack of students’ participation in composition evaluation,and the long-term neglect of composition modification.To solve these problems,the narrative fragment composition teaching is recommended to be used,which has the following advantages:(1)being more effective in overcoming writing difficulties;(2)consuming less time,which contributes to increasing the number of practice;(3)being short and concise,which is more easy to be evaluated and modified in time.Based on them,it is feasible to improve the current narrative writing teaching.The second chapter clarifies the implementation principles and theoretical basis of narrative fragment composition teaching in junior high school.In the process of teaching implementation,three principles must be followed:firstly,designing scientific sequence based on the compilation of teaching materials;secondly,based on the grasp of learning situation,micro processing the content;thirdly,relying on the process support,strengthening the correction guidance.The principles are based on constructiveness learning theory,cognitive load theory and micro curriculum theory.The third chapter puts forward the teaching guidance strategy.First of all,study the writing section of the textbook to make clear the teaching knowledge system.It is divided into three steps which includes:(1)studying the new curriculum standard content based on the guidance of curriculum standard;(2)combing the special training points in order to form the knowledge sequence;refining and highlighting the training points,so as to achieve a lesson.Secondly,to detect the students’ actual learning situation and fix a single micro target,three steps are needed:(1)analyzing the starting point of writing and learning situation to understand the students’ learning needs;(2)focusing on the core issues of writing and setting a single micro goal;(3)drawing up the initial training chain by flexibly dealing with multi-dimensional learning situation.The fourth chapter discusses the design content of fragment composition teaching.It is mainly divided into two parts.The first part describes three teaching strategies to understand students’ needs and create writing situations:firstly,choosing the core knowledge of writing according to students’ needs;secondly,relating to the actual life experience according to students’ interests;last but not the least,creating writing task situations by taking into account knowledge interests.The second part focuses the construction strategy and application effect of three types of writing scaffolding.With the help of chart scaffolding,the writing content can be clarified.the writing steps can be presented easily by constructing model scaffolding.The writing points can also be focused by using prompt scaffolding.The fifth chapter puts forward the evaluation strategy of fragment composition teaching.There are three specific evalution methods:(1)according to the training objectives,teachers should make comments on each other;(2)based on clear evaluation criteria,students could cooperate with each other;(3)exchanging and sharing evaluationto realize the symbiosis between teachers and students.To ensure students’participation in the revision,.there are specific strategies shown as follows:(1)providing demonstration revision to cultivate revision awareness;(2)according to evaluation suggestions,students could modify independently;(3)accumulating revision experience by teachers’ reviewing and summary.Narrative fragment composition teaching has achieved good teaching effect in practice,which makes teachers’ writing teaching training complete and orderly.It can alsomakes writing guidance flexible and efficient,which helps to improve students’interest in writing,and significantly improves students’ writing level.However,the teaching of fragment composition also shows some problems.In short,there is still a long way to go in the research of narrative fragment composition teaching.