Practical Research Onusing Essay Writing To Assist Junior High School Students In Narrative Writing

Narrative writing is the key content of current Chinese writing teaching in junior high schools.However,the level of narrative writing among most junior high school students is not optimistic.There are problems in students’ compositions in terms of interest mobilization,content selection,structural levels,and language expression.At the same time,there are also utilitarian and inefficient problems in the teaching of narrative writing by teachers.Therefore,how to improve teachers’ teaching strategies for narrative writing,and how to effectively improve the level of narrative writing of junior high school students,has been a problem that Chinese education researchers and front-line teachers have been trying to explore."Essay" is a popular way of writing that is short in length,free in form,and flexible in language.Through years of classroom teaching practice and reflection,the author has realized that essay writing and junior high school narrative writing have many similarities,and it is a good training method for narrative writing.Therefore,the author intends to use the relevant pedagogical theories learned during his postgraduate studies to conduct in-depth research on the introduction of essay writing into the teaching of narrative writing in junior high schools,with a view to serving the overall teaching level of Chinese teaching in junior high schools.This article is divided into the following sections:The introduction section briefly describes the research background and significance of this article,summarizes the references,and introduces the research ideas and methods of this paper.The first chapter mainly investigates the teaching and learning issues of narrative writing in junior high schools,understands the current situation of narrative writing teaching in junior high schools,and conducts attribution analysis.The second chapter discusses the research basis for integrating essay writing into the teaching of narrative writing for junior high school students.First,it analyzes the theoretical basis of this research from the perspectives of life-oriented composition education theory and speech life dynamics.Then,it analyzes the feasibility of essay writing assisting junior high school narrative writing in combination with the relevant provisions of the Chinese curriculum standards for compulsory education and the needs of physical and mental development of junior high school students.Chapter Three elaborates on practical strategies for promoting the teaching of narrative writing among junior high school students through essay writing.First of all,teachers should clarify their teaching objectives,endow the "essay book" with new functions,and make it a record book for daily life,a practice book for writing activities,and a communication book for teachers and students’ emotions.Secondly,develop a multi directional teaching model for essay writing to improve the quality of essay writing: a situational essay class that skillfully borrows life situations and evokes emotional experiences;Using a reading stand,study the essay reading lesson of peer works;A casual reading and writing class that combines in and out of class and transfers writing skills.Finally,skillfully use the evaluation link to upgrade the teacher evaluation method through the "five paths",leverage the more interesting "We Chat" mutual evaluation mode in the book "Phantom" to activate students’ evaluation enthusiasm,and establish a secondary evaluation system of "teacher evaluation student evaluation" for essay writing,in order to maximize the effectiveness of essay training.The fourth chapter summarizes the research from three aspects: the harvest of the research,the problems found,and the reflections triggered.