Research On Teaching Strategies Of Communicative Contextual Writing In High School

Teaching writing as an important element of language teaching in senior secondary schools,but there are many problems.In the school where the author teaches,the teaching concept of writing is lagging behind,the teaching mode of writing is single,the students lack the drive to write.Communicative context writing teaching theory is based on the traditional writing teaching mode,through the creation of real speech tasks and real speech environment,pay attention to both writing method and learning method,fully arouse students’ communicative impulse and expression desire.Therefore,on the basis of sorting out the current situation of communicative context writing teaching in high school,this study analyzes the problems faced by communicative context teaching and puts forward effective strategies.The thesis is divided into five sections:The first part is introduction.Following the methods of general academic research,on the basis of the research background and significance of this topic,this paper sorts out the development status of communicative context writing at home and abroad,integrates the existing domestic research results on the teaching of communicative context writing,and clarifies the research content and methods used in this paper.The second part is theoretical analysis.On the basis of combing the relevant literature,this paper explains the concepts of communicative context,communicative context writing and high school communicative context writing teaching,and explores the theoretical basis of communicative context writing and the possibility of applying communicative context writing theory to high school Chinese writing teaching.The third part is the current situation investigation.Taking some teachers and students in the school where the author teaches as samples,the author conducts a questionnaire survey on the situation of writing teaching,and analyzes the problems faced by communicative context writing,that is,teachers are slow to get enthusiastic about new ideas,teachers and students are aware of communicative context but difficult to implement in writing,the writing process lacks timely and effective guidance,and the writing evaluation method is single.Students writing lack of drive,role consciousness is weak,thinking and expression disjointed;Lay a good foundation for building targeted strategies.The fourth part is the countermeasure exploration.The author mainly focuses on the local reality of the school where the author teaches,and puts forward targeted strategies for the problems existing in writing teaching: teachers should deepen the teaching concept of communicative context writing and understand students’ writing psychology:the task design of communicative context writing should be based on textbooks and life,and highlight the situation and conflict;Strengthen the writing process guidance;Timely feedback values evaluation.Students should clarify the intention of writing,strengthen the consciousness of the main role of writing,and seek appropriate speech expression.In addition,the author also chooses appropriate teaching content for practical proof on the basis of strategic analysis,aiming to test the appropriateness of the strategy through specific classroom observation and writing evaluation.Part Ⅴ is the concluding remarks,It is mainly a summary overview of the research.