Research On Chinese Writing Teaching In High Schools From The Perspective Of Symbiotic Teaching Theory

In the teaching of Chinese writing in high schools,at the teacher level,teachers are often confused about "What to teach" and "How to teach";at the student level,students often struggle with "Don’t want to write" and "Can’t write".In view of the problems existing in the teaching of Chinese writing in high schools,front-line language teachers and scholars who study Chinese have tried teaching theories and teaching methods,including Mr.Huang Houjiang’s symbiotic teaching theory and symbiotic writing teaching methods.There are six chapters in this article.The first chapter is an introduction,in the context of the urgent need for innovation in high school Chinese writing teaching,the new curriculum standard attaches great importance to high school Chinese writing,the author uses literature research method,questionnaire survey method and case study method to study high school Chinese writing teaching from the research perspective of symbiotic teaching theory.The second chapter analyzes and sorts out the concepts of symbiotic theory,symbiotic teaching and symbiotic writing teaching,and summarizes the characteristics of symbiotic teaching theory in writing teaching as training-based teaching,case-based teaching,origin teaching and win-win teaching.The application value of symbiotic teaching theory in high school Chinese writing teaching is to strengthen the awareness of mother tongue,skillfully use training teaching,and create opportunities for free expression.Strengthen language awareness,make good use of case teaching,and implement accurate expression;Strengthen the sense of symbiosis,organize win-win classes,and create a writing atmosphere that is willing to share;Strengthen literacy awareness,find a good starting point for writing,and stimulate the potential of creative expression.The third chapter is to investigate the current situation of Chinese writing teaching in front-line high schools and make scientific diagnosis,and more accurately attribute the problems that arise in writing teaching according to the symbiotic teaching theory: low awareness of independent writing,difficulty in improving the quality of composition;The teaching method is relatively single,and the teaching organization is modeled;Less revision of writing training,less completion and sharing of works;Less communication between teachers and students,and less communication between students and students.Chapter 4 is aimed at the existing problems in the teaching of Chinese writing in high schools,guided by the requirements of the new curriculum standard for writing teaching goals,based on the symbiotic teaching theory and symbiotic writing teaching method,and proposes a writing teaching strategy with symbiotic teaching subjects as the general path and win-win as the general goal as the symbiosis between teachers and students,and accurately puts the origin of the project.Symbiosis and effective coordination and collision;The other coexist and play the role of example;Self-symbiosis,let go and modify independently.Chapter 5 takes the unit writing task "Modern Poetry Writing" in the first unit of the compulsory high school Chinese volume of the unified edition as an example to implement the strategies provided by the symbiotic teaching theory for the teaching of poetry writing:teacher-student symbiosis,put the origin of poetry;Symbiosis and effective dialogue and communication;The symbiosis of the other,guiding students in dialogue with classic poetry;Self-symbiosis,encouraging students to revise poetry works independently,and finally forming a case of symbiotic writing teaching theory.Chapter 6 is a summary,which clarifies the results of the research on symbiotic teaching theory in high school Chinese writing teaching,as well as the shortcomings and needs for further improvement in this paper.