A Frist Research Into The Teaching Of Experience-base Writing

There coexists in the Teaching of Writing in high school both visible achievements and annoyance; the former being represented in respectable success attained by certain teachers of excellence, who, profiting mostly from their talents and specific dispositions, allow little imitation; which annoys the imitators. This phenomenon, however, conveys an affirmative message that there is no dominant method in the Teaching of Writing, so that instructors may develop original teaching mechanics in agreement with their own teaching experience and the circumstances of a particular school. Personal Experience, a phrase appearing as frequently as nineteen times in the Ordinary Middle School Chinese Curriculum Criterion, has been attached great importance, offering a fresh view for the teaching of Chinese. Thus the author, in allusion to an Absence of Personal Experience in the compositions of middle school students, employs the Theory of Personal Experience, and seeks to produce an EXPERIENCE-based Teaching of Writing, which will dispose well of both the EMPTINESS and REPETITION that underlie the students' vexation in point of writing. Besides, this Teaching Method, the author has reason to expect, will foster for either the students or their instructors a brand-new understanding of writing, the end of which is to have an intelligent record of the personal experience, thereby relishing a verbal expression of life. The Experience-based Teaching starts from a motivation of personal experience, and ends in an individualized expression of the experienced life.The First Chapter displays the background against which the Experience-based Teaching is put forward, and a vision for such a teaching method.Chapter Two affords an elaboration regarding Experience, Writing Experience, Experience-based Writing and other concepts, as well as several theories such as subjectivity education, motivation theory, and dual transformation, which constitute the academic base for the arguments herein; Also set forth is a list of outstanding features of Experience-based Teaching, including Self-reliance, Openness, Evolution, and Sensibility. The three sorts of experience calling for encouragement among students, namely unique, genuine, and subtle experiences, are also discussed.Citing several teaching cases, Chapter Three advances strategies that demand dexterity in the teaching of Experience-based Writing, including strategies for situation designing, topic assigning, estimation and correcting, and whole-course strategy, in addition to approaches and techniques helpful in student's experiencing and writi.A sample of lesson plan for teaching of Experience-based Writing is devised in Chapter Four.