Abstract: Writing is the expression of language comprehensive application ability, and it is the most difficult to master in listening, speaking, reading and writing. By analyzing the current situation of junior high school students' writing level and the writing requirements under the new curriculum standards, this paper studies the cooperative classroom writing teaching mode under the new curriculum background.
Keywords: English classroom; Cooperative writing; Cooperative correction
I. Background
The new curriculum standard has clear requirements for junior high school students' English writing (grade five): ① Describe the behavior and characteristics of things with vocabulary and explain concepts; Can write simple letters, notes, notices, etc. As required; (3) be able to repeat what you have heard and read as required; (4) Can provide Chinese characters for pictures and express their own opinions. It can be seen that the curriculum standard pays attention to the cultivation of students' thinking ability and comprehensive language use ability.
When students write in English, they are restricted by thinking ability, language expression ability and grammatical misuse, and the following situations will appear: ① people with quick thinking and ideas but poor writing ability; 2 people with poor thinking ability who don't know how to write; (3) Those whose mother tongue has migrated often see Chinglish when writing; It is not surprising that the logical relationship before and after the article is unclear, the verb forms and tenses are used improperly, and the sentence patterns are used incorrectly.
With the full implementation of the new curriculum reform, writing teaching in English teaching should also be reformed. First of all, middle school teachers in the front line of curriculum reform need to keep pace with the times and change their teaching concepts. Writing can't just be understood as personal behavior. Therefore, in teaching, students should not always write their own compositions for teachers to correct. Instead, students are encouraged to carry out group activities of two or more people and complete their writing through discussion and cooperation. Cooperative learning is a learning strategy, which requires team members to complete a learning task by exchanging ideas. Applying cooperative teaching concept to English writing teaching practice can make students feel that they have something to write in their hearts and make fewer mistakes in writing, thus achieving the purpose of causing some changes in students' writing.
Second, the concept of cooperative classroom teaching in English writing teaching attempt
Writing: from individual writing to cooperative writing.
1. Teachers can design writing tasks related to the teaching content in class, and ask students to complete a project in groups and write a project report. For example, in the grammar comparison class in the second volume, I asked four people to discuss and record the weight, height, age and English mark of each member, and then the students organized sentences: I am older than … (fatter, better …)/… taller than me/…… and finally formed a summary report through exchange and summary. The cooperative learning in this activity aroused the enthusiasm and interest of students in speaking and writing. In group activities, they can freely express and exchange their ideas, which makes students increase their language input and feel that they have something to write.
2. The unit summary class allows students to review and summarize the main points, difficulties, important phrases, grammar and sentences of this unit in the form of group cooperation and communication, and then apply these learned knowledge to writing (abbreviation). For example, after reviewing Book 3, Unit 1, a group of students combined the dialogue with the article and wrote the unit contents in series: One day, I have nothing to do. So I borrowed a book from the library. Then, they inserted a conversation with the librarian, briefly introducing the contents of the book and the plot of the book being recovered. After discussion and imitation, the written articles have the same pattern, but different details. It can be seen that this cooperative activity has given full play to students' thinking imagination and creativity.
3. Use newspaper abstracts to expand and continue articles in cooperation.
Teachers provide materials and simple tips, such as the following article: In the United States, a one-day-old baby girl was taken away from her mother's ward. A nurse in the hospital tried to take her away. The baby was later found in a secluded place not far from the hospital. She is safe. (Excerpted from English Tutorial) The teacher designed several questions to help students write: Q 1: How and when was the baby taken from the mother's ward? Q2: Why did the nurse take the baby away? Q3: What did the hospital and the baby's family do when they knew they were taken away?
As for the continuation of writing, teachers can get rid of the ending of the original text, and babies are found ... Let students exert their reasonable imagination, inspire individual thinking, and promote writing through collective wisdom.
4. In the composition class, conduct special writing training.
(1) Before writing, the teacher gives students homework, asking them to find information related to the topic of the homework, and then communicate collectively and share resources.
(2) Teachers provide several relevant model essays and analyze their structures.
(3) Teachers organize group discussions and students inspire each other to form a preliminary writing framework.
(4) Students write their own drafts.
(5) Team members modify each other.
(6) After listening to the opinions of other students or teachers, students revise the draft and finalize it.
In the process of cooperative writing task, students can give full play to their enthusiasm and initiative in learning and realize mutual interaction. When students are interested, they want to write, which successfully meets the first requirement of improving students' writing. The second is how to make students make fewer mistakes in writing. Students can adopt the strategy of self-examination and self-correction, and often give guidance on writing precautions.
(2) Correction: from teachers' face-to-face criticism and meticulous criticism to students' mutual criticism.
Teachers should criticize students' compositions and carefully read them, so as to find students' mistakes and correct them in time. This is what most teachers have been doing, but sometimes red crosses, question marks and three strokes not only fail to attract students' attention, but will dampen their enthusiasm.
The new curriculum requires students to participate actively. Students are the main body of writing and should also be the main body of correcting, so that students can cooperate with each other to complete the task of correcting. Teachers can organize students to form mutual aid groups according to the principle of "good, medium and poor" and correct the requirements:
1. Choose beautiful sentences and share excellent compositions.
First, find out the beautiful sentences in the composition by individuals, and then exchange and discuss them in groups. Read the beautiful sentences recognized by the group aloud in the class, and then share the recognized good composition with everyone. The purpose is to let other students learn some writing skills from their classmates' compositions and get effective demonstrations, so that the author can gain a sense of accomplishment and satisfaction and play an encouraging role.
2. Modify defects
There are often concentrated mistakes in English composition, and teachers can help students list them as follows: tenses (whether be is more or less, whether the third person of verbs is correct, whether the past tense and past participle forms of verbs are correct); Sound (active or passive); Noun singular and plural (whether a/an is missing or misused); Part of speech (adjective or adverb); Have you noticed the difference in thinking between English and Chinese (when time and place appear at the same time, English mentions the place first and then the time)? In Chinese, because … so … although … but … in English, only one is used; Did you use Chinglish sentences? Fixed phrases and other mistakes, the teacher asked the students to correct and summarize, the results of students' collation: first, single sentence correction, second, short passage correction, third, the lack of conjunctions in the text, resulting in the full text is not vivid.
Through comparative practice
As the natural extension and ultimate goal of writing correction, it is very important to practice again. Compared with the last composition, writing another composition with similar topic or content, that is, revising and expanding, will play a role in consolidating and improving.
After many trainings, most students have the ability to make initial corrections. It is more effective for students to approve and correct each other's compositions than for teachers to correct them carefully. Students find problems in mutual recognition, and then think, discuss and demonstrate their answers. At the same time, this kind of activity is enlightening or inspiring and has the function of guiding thinking. Students will pay more attention to the organization of tenses, phrases, grammar and sentences in their usual writing, which is better than the teacher's numerous preaching explanations.
Cooperative writing inspires students' writing thinking and makes them feel that they have something to write. Cooperative correction consciously eliminates many common mistakes in students' writing; Reciting some good sentences and articles is another aspect of promoting writing.
(3) Reading aloud: Read more and recite more excellent sentences and articles.
American writer Schubert said, "Reading is writing." In other words, familiar reading is very important for writing. Usually pay attention to the accumulation of good words and sentences, master the writing methods of common styles, create dynamic pictures with vivid language, and skillfully use paragraphs and sentences in textbooks in writing.
Writing teaching is a process teaching, which needs a solid foundation and a reasonable combination of words, sentence patterns and grammar-sentences. Therefore, students should listen and read more, remember more words, phrases and sentences, and recite more excellent model essays. This activity can also help students write through cooperation.
Through resource sharing, students can get many good sentences and articles; By reciting, students can master more knowledge of phrases. Students often use fixed phrases in their writing, which can make their writing fluent and speed up their writing. Reciting texts is of great benefit to improving students' oral and writing ability.
Third, summary.
The above are the cooperative activities that the author tries in English writing teaching practice. When using cooperative teaching method to train students' writing, students never have anything to write or modify, so their thinking ability and expressive ability in writing have been steadily improved. Research shows that this is an effective cooperative activity. However, to write a good work, we must consider the following links: designing, choosing words, making sentences, writing a paragraph, polishing, realizing students' high-level writing needs, and also helping students to set lofty goals and establish long-term plans, so that writing can become students' internal needs and keep long-term interest in it.
References:
[1] Liu Kuanping. Effective ways to improve Chinese students' English writing ability [J]. Foreign Languages, 2003(6).
[2] Zhang Jian. English writing teaching [J]. Journal of beijing international studies university, 2003(3).
Abstract: Writing is the embodiment of comprehensive language application ability, and it is also the most difficult to master in listening, speaking, reading and writing. Based on the analysis of junior high school students' writing ability and writing requirements, this paper studies the cooperative writing teaching mode under the background of the new curriculum.
Keywords: English classroom; Cooperative writing; Cooperative correction
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