A Study On The Action Of Layered Teaching Of Language Writing In Junior High School In The Context Of "Double Reduction"

In order to implement the "double reduction" education policy,reduce the pressure of students’ schoolwork and improve the efficiency of Chinese writing teaching,Chinese teachers have been exploring and trying the teaching mode of writing classroom teaching.The Chinese Curriculum Standard for Compulsory Education(2022 Edition)requires that the educational function of Chinese curriculum should be fully exerted based on the development of students’ core literacy.Chinese curriculum is geared to all students in order to fully develop each student’s personality.The traditional teaching faces the collective and ignores the individual differences of students,while the hierarchical teaching model pays attention to the individual differences of each student,which is in line with the new curriculum standard of"promoting the all-round and individual development of students".Therefore,it is of great significance to practice the hierarchical teaching mode in junior middle school Chinese writing class.Through the analysis of the background of"double reduction"and the discussion of the concept of hierarchical teaching,this study understands the present situation of students’ writing learning and writing teaching through questionnaire survey,and analyzes the results of the questionnaire to find out the problems existing in writing teaching at the emerging stage.According to the teaching idea of teaching students in accordance with their aptitude,the theory of proximal development zone and the theory of constructivism,students,teaching objectives,teaching content and evaluation are stratified in the Chinese writing class,and two parallel classes in Grade Two of A Middle School are taken as the research objects,and a semester-long experiment is carried out.This paper mainly studies the following questions:First,can the hierarchical teaching model improve students’ interest in writing?Second,can the hierarchical teaching model improve students’ writing ability and performance?Third,can the hierarchical teaching model improve students’learning style?Through the questionnaire survey after the experiment and the spss25 analysis of the data of students’ mid-term and final composition scores,we can draw the following conclusions:First,compared with traditional teaching,the hierarchical teaching of writing has improved students’ writing enthusiasm,and most students’participation in Chinese writing class has been improved and their interest in writing has been stimulated.Secondly,the hierarchical teaching of writing has improved the students’ ability of examining questions and making ideas,selecting materials and organizing materials,planning the layout of articles and expressing language in different degrees,and the students’ Chinese composition scores are generally on the rise.Thirdly,through hierarchical teaching,students’ learning style has been improved,and the learning style of correcting compositions among groups is conducive to creating a good learning atmosphere for cooperation and communication,and reading habits have been improved.In order to improve the efficiency of stratified teaching of writing and promote the popularization and development of stratified teaching of writing,the author puts forward some suggestions for improvement.First,release the writing impulse and stimulate the writing interest.Second,carry out hierarchical conversation to improve writing ability.Third,speculative reading improves reading level.Fourth,hierarchical interaction enhances language expression.Fifth,innovative writing mode enriches writing teaching.Sixth,diversified evaluation methods enrich the writing classroom.