Research On The Writing Teaching Strategies Of High School Chinese Literature Short Review

At present,high school Chinese writing gradually break through the limitations of style,a comprehensive study of students writing ability of common style.At the same time,writing is presented in the form of task-driven and new materials,with the background of life stories and phenomena in the new era,close to the reality of students ’ life,and puts forward higher requirements for students to go deep into life,observe life and perceive the sensitivity and logic of life.However,the traditional writing teaching hesitates in students ’ written language training,emphasizing various forms of norms and rigid frameworks,lacking the cultivation of reasoning ability,logical thinking,dialectical thinking and other qualities required for writing,which imprisons the ideological space and creativity of high school students;reading teaching provides the possibility for students ’ knowledge ’ input ’ and aesthetics,but the reading and absorption of literary works stays at the level of ’ acceptance ’.It is difficult for students to experience the thinking cycle formed by ’ output ’ and expression in the classroom.It is difficult to form an effective complementarity between reading and writing.The writing form of ’ literary short commentary ’ is based on the subject ’s understanding and feeling of literary works,and it is required to focus on the emotion,image,artistic characteristics and writing style of the works to carry out personalized narration and discussion,which is of great significance to cultivate writing ability,exercise thinking quality and realize deep reading of the text.At present,there are many researches on the teaching of literary short review writing.From the aspects of classroom implementation design,teaching strategies and theoretical perspectives,the preliminary pattern of literary short review writing teaching is established.At the same time,the combination of process writing theory,the thinking of the status of teachers and students,and the teaching support also makes the research more practical and scientific.However,the relevant research shows an unbalanced trend,mainly scattered teaching experience and strategy research,out of the real Chinese classroom environment,and the research conclusions are too broad,did not form a systematic theory and practice system.In order to realize the organic combination of literary short review writing and Chinese education and teaching,the author,with the help of the combing and analysis of existing research results,first sorts out the connotation and characteristics of ’ literary short review ’,clarifies its conceptual boundary with confusing styles such as ’ micro-writing ’ and ’post-reading ’,and explains the meaning,significance and theoretical basis of ’ literary short review ’ entering Chinese teaching.With the help of questionnaire survey method,this thesis investigates the current situation of high school literature review writing teaching,explores the actual problems in literature review writing teaching,and provides a realistic basis for proposing effective teaching strategies.On the basis of expounding the basic concepts,the author puts forward appropriate design strategies from the four perspectives of ’ body ’,’ text ’,’ evaluation ’and ’ wide ’,and implements teaching with ’ text ’,’ thinking ’,’ method ’ and ’ evaluation ’ as the context to solve the practical problems in teaching.Finally,through the practical test of classroom teaching,the relevant theories and strategies are applied to real teaching,and the teaching process is recorded and reflected to further improve the relevant research.It is hoped that this study can provide a new direction for the teaching of high school Chinese literature short review writing,more effectively promote the teaching practice of literature short review writing,and promote the improvement of students ’ Chinese core literacy.