The Critique Of False Phenomenon Of Middle School Students’Composition

The teaching of composition has been the long-standing difficulty in language teaching and the false phenomenon in students’composition is common. In order to change the false phenomenon of middle school students’composition, many experts, scholars and teachers wrote a great deal of research papers, but the phenomenon haven’t changed and decreased effectively. It still abounds in and appears in different new forms. So it is necessary to do further research on the false phenomenon of middle school students’composition. This thesis tries to research the false phenomenon in different angles. It concludes and analyzes the performance and harmfulness of all sorts of false phenomena from a large number of texts which reflect the composition false phenomenon. Based on that, it’s through analyzing teaching bilateral activities (teachers’ teaching and students’ learning) to find out the reasons which cause the composition false phenomenon in teaching side, and point out how to change and provide writing strategies.The main content of the thesis divides into five chapters.Chapter1:How to define the false phenomenon of middle school students’ composition. It mainly differentiates and analyses the concepts of practical style, literary style, teaching style, writing and composition to define the false phenomenon of middle school students’composition.Chapter2:The performances of the false phenomenon of middle school students’ composition. It dissects a large number of texts which reflect the composition false phenomenon to summarize its various performances:false contents, artificial emotion, hollow words, rigescent structure, unmatched style and simulate composition.Chapter3:The harmfulness of the false phenomenon of middle school students’ composition. The thesis expounds the harmfulness in four aspects:reducing the expression level, weakening thinking ability, influencing aesthetic taste and distorted personality spirit.Chapter4:The causes of the false phenomenon of middle school students’ composition. The thesis analyses the causes on two sides:teachers’teaching and students’learning. Teachers’side show in: the teaching objectives are achievement-oriented; the teaching contents are ineffective; the teaching processes are optional and the teaching evaluations are biased. Students’side show in:the personality is lost; the content of composition is vague and general and they are lack of writing strategies.Chapter5:The strategies to change the false phenomenon of middle school students’ composition. The thesis provides strategies both in teachers’teaching and students’ learning. In teachers’side the strategies are clear and definite teaching objectives, enriching teaching contents, improving teaching processes and advocating multiple evaluations. In students’side the strategies are returning true personality, accumulating related experiences and intensifying related consciousness. Meanwhile the thesis introduces foreign RAFT writing strategy and combines with specific examples to materialize writing strategies.