Research On Strategies For Alleviating Chinese Writing Anxiety Among Junior High School Students

Currently,Chinese writing anxiety among junior high school students objectively exists in their writing process,which has a negative impact on students’ writing,resulting in low writing efficiency,and thus affecting the improvement of students’ writing skills.This does not meet the requirements of the overall goal of the Chinese curriculum in the "Chinese Curriculum Standards for Compulsory Education"(2022),which states that Chinese should cultivate students to be able to express their knowledge,experience,and ideas in a specific and clear manner.It is an urgent matter to explore strategies for alleviating junior high school students’ anxiety in Chinese writing,keeping the anxiety within a reasonable range,and promoting the improvement of students’ writing skills.The first chapter of this article is an introduction,which explains the origin of this topic,expounds the theoretical and practical significance of this research,and summarizes the research results in this field so far in the academic community.The second chapter is about the concept and classification of writing anxiety,which defines the concept and classification of writing anxiety discussed in this article by combing past research on the concept and classification of writing anxiety.The third chapter is about the current situation and attribution of Chinese writing anxiety among junior high school students.Through sorting out the results of questionnaires and interviews,it presents the current overall situation of Chinese writing anxiety among junior high school students,the comparison of different anxiety levels among students in three grades,and the comparison of gender differences between male and female students in Chinese writing anxiety in junior high school.Based on the current situation,this thesis explores the causes of writing anxiety from five aspects: writing,taking exams,teachers,students,and families.The fourth chapter is about the strategies for alleviating junior high school students’ Chinese writing anxiety.Based on the previous three chapters,this chapter proposes teacher strategies,student strategies,and parent strategies to alleviate junior high school students’ Chinese writing anxiety,and on this basis,develops a teacher reference standard table and a student self-assessment table to evaluate the effectiveness of the implementation of writing anxiety relief strategies.Finally,taking the composition topic of the 2020 high school entrance examination in Fujian Province as an example,combined with the author’s teaching practice in practice,Explain the specific practical situation of strategies to alleviate junior high school students’ Chinese writing anxiety for reference by researchers.