Study On The Dilemma And Strategies Of Composition Teaching In High School

The teaching of composition means very much to high school Chinese teaching,and it is also the most difficult part. The teaching of composition can motivate thestudents’ interest in writing, which can help them achieve literature progress whileteaching them how to write, so that the overall quality of the entire nation can getimproved. However the present situation is that the teaching of composition in highschool tied itself in the difficult position that teachers don’t know how to teach，andstudents don’t know how to write. Therefore, as to the teaching of composition inhigh school，here comes the problems which need to be solved quickly, namely, whatand how to teach for teachers, and what and how to learn for student, and how tointegrate teaching and learning together.In the present situation of teaching of composition in high school, referring to theauthor’s practical teaching experiences and the data the author read, the authoranalyzed the dilemma that appeared in the composition teaching and the reasons whythe dilemma appeared, and based on which, the author tried to find the way out andoffered the strategies for solving the dilemma.The passage is mainly divided into four parts.The first part is the introduction, which included the reasons why the problemsexited, the merits for studying this problem, and the present situations what progressthe internal and external experts have achieved.The second part is concerned with the analyses of the problems that exited in theteaching of composition in high school, which will be analyzed from three aspects,and they are the analyses of the textbooks, the analyses of teachers, and the analysesof students. The analyses of the textbooks mainly focused on the merits and demeritsof the traditional textbooks, and based on which, the author analyzed the advantagesand disadvantages that are being exited in the present independent textbooks, andmake a prospect for the composition textbooks. In the aspect of teachers, the authoranalyzed the teachers’ shortages in the teaching of composition from the teachingattitude, teaching conception, teaching plans as well as the teachers’ comprehensive abilities. As for students who write the composition, they are inadequate because theyare lacking of writing materials and their writing style and way of expressions are allsimple, and they also have problems in understanding the meanings of thecomposition requirements and in thinking how to write a perfect composition.Through all analyses, the author tried to find the reasons why the problems inteaching composition existed.In the third part, the author analyzed the developmental situations of the internaland external mother tongue teaching, from which we can learn some teachingexperiences, which can provide a way for solving the problems that existed in ourChinese teaching. Based on the internal and external composition teaching ideas, theauthor summarized something in common in developing composition teaching, that is,people orientation, strengthened cultivation of students’ creative abilities, and theabilities students have to cultivate to adjust to the society for the needs of the society.The fourth part is concerned with the study of the strategies for the reformationof composition teaching in high school, and based on the previous study, the authorput forward some ways for solving the problems. Firstly, we have to compilescientific and ordered composition textbooks, and set a ordered teaching target, andfurthermore, we have to set a feasible teaching contents. Secondly, teachers have toput more supervision on the students’ composition. Teachers have to attachimportance to reading teaching, for being prepared for composition. Teachers have tomake students understand the importance of reading and teach them how to read andthe key to read. Teachers have to strengthen the plan for composition teaching andsystematize the composition training in order to make the composition teaching havea concrete target and make the teaching effective. Teachers have to put more guidanceon the students’ composition, not only when students start to write, or when they arewriting, they also have to guide more when they finish their composition. That is tosay, a good composition is something one corrected out, not something one wrote out.Therefore, composition correction should be attached much importance to. Interest isthe best teacher; therefore, what teachers should do is to fully activate the initiative ofstudents, to be strict with students, to help them tackle their own inertia, and to help them develop good habits, like constant observation, constant reading, constantwriting, constant thinking. Teachers should carefully consider students’ writing needsand help them build writing confidence, and also teachers should have to set a seriesof circumstances to activate students’ writing motivation, and furthermore, teachershave to be clear about the students’ principal part when writing. Thirdly, teachersshould improve their writing abilities through various ways, and under the teacher’shelpful guidance, students’ writing abilities should be improved. Students shouldaccumulate writing materials from various ways, and more importantly, studentsshould cultivate their consciousness as a reader, and should be able to know who theyare writing for, and by which their composition could be regulated.And the last part is the conclusion where the study results are concluded, andmeanwhile, some aspects that are expecting more study are pointed out, with the hopeof some can improve it in their practical teaching.