Research On Wang Jun’s Chinese Writing Teaching In Junior Middle School

At present,although the reform of writing teaching is in full swing,it often has little effect because it has not changed the evaluation orientation of exam oriented composition.Facing the situation of ineffective or inefficient writing teaching,front-line Chinese teachers are eager to find a reform path that can really stimulate students’ interest in writing and improve their writing ability.Under the guidance of the concept of "Youth Chinese",Mr.Wang Jun carried out writing teaching,abandoned the mechanical training and false expression of composition in the examination room under the guidance of examination,and achieved good results in writing teaching.Although there are a large number of studies in this area,there are deficiencies.For example,the research results do not cover the whole picture of Wang Jun’s writing teaching,and the ideas and Strategies of Wang Jun’s writing teaching cannot be extracted from the core characteristics.Taking "Wang Jun junior middle school Chinese writing teaching" as the research object,this study uses the methods of literature research and case analysis to find the essential characteristics of Wang Jun’s writing teaching different from other writing teaching modes,analyzes the core characteristics and specific propositions of Wang Jun’s writing teaching concept,and reveals the mystery of "life writing";This paper focuses on combing and summarizing the practical strategy of "life writing",explores and finds the mystery of the implementation of Mr.Wang Jun’s writing teaching,expounds the Enlightenment of Mr.Wang Jun’s writing teaching,and makes theoretical evaluation,in order to provide reference for front-line Chinese teachers and improve the quality of current middle school language writing teaching.The first chapter mainly discusses the concept and theoretical basis of Wang Jun’s Chinese writing teaching in junior middle school.The core characteristic of Wang Jun’s writing teaching concept is "life writing",which is the essential reason for Wang Jun’s success in writing teaching.The connotation of "life writing" is that writing expression originates from life instinct,writing state reflects life state,and loves life more through writing.On this basis,Wang Jun’s specific proposition of Chinese writing teaching concept in junior middle school is to get through life consciousness and writing consciousness,human character and writing personality,life world and writing world.The theoretical basis is reading guidance,creative theory and speech life dynamics.The second chapter introduces the three practical strategies of Wang Jun’s Chinese writing teaching in junior middle school,which are: reading promoting writing strategy,writing promoting writing strategy and interactive writing strategy.The strategy of promoting writing by reading focuses on learning writing from classic works,including three methods: constructing systematic writing knowledge,creating gradient imitation training,and adhering to super utilitarian classic nourishment;The strategy of promoting writing by writing focuses on the self growth of writing in the state of "Inaction".There are four specific methods: respecting the real writing experience,the demonstration infection of teachers’ writing,accepting students’ life state and accommodating students’ writing differences;Interactive writing strategy focuses on the influence of speech life,which mainly has six levels: reading and writing interaction,social interaction,home school interaction,teacher-student interaction,student-student interaction and self interaction.Among them,the latter two strategies have not been deeply analyzed by researchers before,but these two strategies are innovative measures and distinctive signs that can truly represent the characteristics of Mr.Wang Jun’s writing teaching.The third chapter introduces the Enlightenment of Wang Jun’s Chinese writing teaching in junior middle school and makes a theoretical evaluation.The enlightenment includes three aspects: accompanying and leading,teachers taking the lead in writing;Be tolerant and open,care and express desire;Seek truth and sincerity and protect speech personality.This chapter makes a theoretical evaluation of Wang Jun’s writing teaching from four aspects: stimulating the awareness of speech life,provide a clear communicative context,promote students’ language construction and application and the teaching of writing knowledge has limitations.The conclusion mainly discusses the development process,innovation embodiment,practical significance and shortcomings of this study.