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Junior high school English teaching and writing training strategy
Junior high school English teaching and writing training strategy
Writing about teaching high school English teachers often have many difficulties. While the objective conditions caused many limitations, some teachers also suffer from their own teaching problems arising in the process. Many teachers have been accustomed to “explain the increase of text grammar” of the teaching routine, in the face “sudden” emergence of the growing demand for the teaching of writing, in particular, will feel at a loss. Many teachers in the teaching of writing to show the real lack of knowledge of teaching, teaching methods and strategies is also a lack of systematic, in-depth thinking, cause some problems for a long time is not resolved and therefore hinders the improvement of teaching writing.
First, the English Writing Problems The status of teachers, the following questions are representative.
(A pair of “finished product” (product too much emphasis on “process” (process guidance less than “Writing with two senses, both means finished writing, but also the process that produced the finished product.” Writing in the traditional problem of “re-refined light process” error. This bias in the teaching performance of teachers to focus in the student’s “one-off products”, and the main focus for marking, evaluation of these “products”, such as the content is relevant, timely and whether the terms and grammar are correct and so on, but often neglected student throughout the writing process problems and difficulties, of course, not to mention to help students solve problems and overcome difficulties. The consequences are too heavy or difficulties the students because too many concerns can not easily write, or patchwork, hastily. domestic too much emphasis on the teaching of writing a grammatical structure, while ignoring the overall training in writing, to “enable students to write the wrong” and therefore “should strengthen the training of the writing process.”
(B pay e
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