Analysis And Countermeasure Research On Junior Middle School Students' Writing Language Disease

The Ministry of Education's Language Curriculum Standards for Compulsory Education(2011 edition)clearly states that junior high school students' language essays should be able to "express themselves in a specific and clear way,following the words of the text",which is the most basic requirement for language essays.This is the most basic requirement for language composition.However,according to the analysis and research based on my many years of teaching experience in front-line teaching,I have found that the overall situation of junior high school students' language composition in China is not very optimistic,especially in terms of language.Many students' essays are riddled with linguistic problems and are incomprehensible,and even by the time they graduate from junior middle school,they still fail to meet the most basic requirement of to be "readable and fluent".In view of the current limitations in the classification and research of language diseases in junior middle school language teaching,the author analyses the common types of language diseases in junior middle school students' essays from the three levels of grammar,semantics and pragmatics,using examples from front-line teaching.At the same time,the reasons for the formation of common l anguage disorders in junior middle school students' essays are investigated from three perspectives: student,educational and social environment.The reasons for this are discussed from four aspects: first,the lack of language accumulation and application ability of junior middle school students;second,the lack of classical reading and a weak sense of language;third,the conflict between the desire for individual expression and imitation;and fourth,a weak sense of empathy.This article will discuss fi ve aspects:firstly,the stereotypical introduction of knowledge of language diseases by teaching materials and textbook standards;secondly,the neglect of grammar teaching sections by teaching materials and textbook standards;thirdly,the mechanical dog matization of the exam-only syllabus;fourthly,the limited experience of teachers in teaching writing and the solidification of teaching;and fifthly,the lack of circular feedback and the construction of a cognitive system in teaching.The causes of the social environment are discussed from three aspects: firstly,the media is full of chaotic expressions of language,which are supervised but not regulated;secondly,there is low attention to and low recognition of speech disorders formed in daily life;an d thirdly,there is insufficient attention from families.Based on this,this article puts forward specific measures to reduce the number of language diseases and improve students' ability to express themselves in their writing based on first-line teaching practice.This article is based on the first-line teaching practice and proposes specific strategies to reduce language problems and improve students' ability to express themselves.