Research On Writing Teaching In High School Chinese Communicative Context From The Perspective Of New Curriculum Standard

The theory of writing teaching is constantly updated,and it is undergoing the third transformation,that is,from the traditional text centered "article writing" to the author centered "process writing" and then to the reader centered "communicative context writing".Communicative context writing holds that the essence of writing is to construct a text,which is an activity of using written language to express emotions and communicate with readers with a certain purpose in a specific context.Writing plays an irreplaceable role in improving students' Chinese core literacy and cultivating talents needed by the society.The Chinese curriculum standard for senior high school(2017 edition,revised in 2020)has higher requirements for senior high school students' writing ability.The original article writing that only considers the results can not meet the requirements.This study has certain practical significance to solve the problems of weak communication awareness,lack of process guidance and single evaluation in current writing teaching.Most of the researches on communicative context writing are concentrated in junior high school and primary school.This paper,from the perspective of the new curriculum standard,takes Rong Weidong's "communicative context writing theory" as the guidance,and based on the current situation of Chinese writing teaching in senior high school,attempts to carry out the teaching practice of multi style writing.The details are as follows:The introduction mainly explains the origin of the research,expounds the research status of writing teaching in communicative context at home and abroad,explains the research significance of the topic,determines the research content,and explains the research methods and innovations.The first part is an overview of high school Chinese writing teaching in communicative context from the perspective of the new curriculum standard.This paper clarifies the core concepts of writing,communicative context and communicative context writing,explains the theoretical basis of communicative context writing teaching,clarifies the meaning of communicative context writing elements and their relationship,and explores the characteristics and significance of communicative context writing.The second part is mainly through the questionnaire survey to try to clarify the current situation of high school Chinese communicative context writing teaching,summarize the problems existing in the teaching practice of high school communicative context writing,and on this basis,analyze the reasons.The third part takes the existing problems as the starting point,and tries to put forward specific and effective teaching strategies of high school writing in communicative context from three aspects:task design strategy,writing teaching process strategy and writing teaching evaluation strategy.The fourth part,based on the current situation of high school writing teaching,according to the writing teaching strategy,starting from the physical and mental characteristics of high school students,attempts to design scientific and operable high school Chinese communicative context writing teaching cases,and carries out the teaching practice of practical writing,argumentative writing,narrative writing,poetry and other styles of communicative context writing.Through the analysis of the practical results and specific lessons,we can verify the advantages of communicative context writing in practice,and summarize the existing problems in reflection.The conclusion part summarizes the teaching strategies of writing in communicative context from the perspective of the new curriculum standard,and puts forward some sincere suggestions,so as to provide the best help to promote the teaching of writing.