Research On The Teaching Of Literature Writing In Junior High School From The Perspective Of Creative Writing

With the promulgation of the new curriculum standards,the educational reform is carried out around the four core qualities.The task group of "literary reading and creative expression" is one of the main practical ways of the core accomplishment "thinking ability" and "aesthetic creation".Among them,"Creative expression" draws on some theories and viewpoints of creative writing,requiring students to try to create literary works on the basis of understanding the characteristics of literary works,appreciation and evaluation of language works.This breaks the traditional teaching situation which takes the three major literary styles as the training content,focuses on cultivating students’ ability to appreciate,discover and create beauty,and expands the teaching of composition to aesthetic dimension and creative dimension.Compared with senior high school,the teaching forms of literary writing in junior high school are more diverse,teaching methods are richer,and the application of creative writing theory is more in-depth.In view of this,the author carries out a research on the teaching of Chinese and literature writing in junior middle school from the perspective of creative writing,in order to promote the implementation of creative writing in junior middle school composition teaching and the realization of core Chinese quality.This paper consists of three parts:introduction,text and conclusion.In the introduction part,the author expounds the research background,research questions and significance,and research methods,and combs the relevant literature.The text includes three chapters:The first chapter defines the concept of literature writing teaching in junior middle school from the perspective of creative writing,explains its basic characteristics and theoretical basis,and builds an operable process model,which lays a theoretical and practical foundation for subsequent research.The second chapter mainly uses the method of lesson analysis and model construction,chooses poetry,story,play three kinds of literary style,from the teaching process,teaching strategy,teaching characteristics three aspects of case analysis.Among them,the poems pay attention to the touching of students’poetic feelings and the capture of images;The story starts from the desire setting in the conflict setting to stimulate students’ associative imagination ability;The script focuses on the adaptation of the novel with dramatic language characteristics.The third chapter,based on the case analysis of the second chapter,interrogates the significance of literature writing teaching in junior middle school from the perspective of creative writing with speculative thinking,summarizes the current problems and puts forward targeted strategies.Through rational thinking,the author finds that the teaching of Chinese and literature writing in junior middle school from the perspective of creative writing can strengthen students’ creative practice,which is mainly manifested in stimulating students’ creativity,activating students’ thinking and helping students acquire key knowledge.For teachers,they can break through the outdated teaching concepts,try new and diverse teaching methods,and practice effective teaching evaluation.On the level of aesthetic accomplishment,the teaching of Chinese and literature writing in junior middle school from the perspective of creative writing also plays a positive role for teachers and students.In order to solve the problem that writing task is stylized and students lack writing motivation,the theoretical metthods of creative writing can be used to help students remove writing block,establish writing confidence,and optimize the setting of topics to stimulate the writing drive of students.In order to solve the problem of assimilation of teaching process and lack of diversified training of thinking,teachers should pay more attention to the generation rules of students’ creativity,carry out teaching with the author as the main body,and supplement with targeted and diversified training of thinking.In order to solve the problems of stereotyped revision evaluation and lack of individual display of achievements,diversified creative collaboration can be carried out and Internet media technology and other means can be used to broaden the display channels of works.