Step By Step Training-an Experimental Study On Microteaching Of Composition In Junior Middle Schools

Composition teaching is an important part of Chinese teaching in junior middle schools, and plays a significant role in cultivating students’ writing ability. However, composition teaching is a longstanding, difficult problem in Chinese teaching. In order to solve this problem, many researchers have done lots of studies on this issue and came up with different kinds of solutions, but most of them are theoretical analysis only, lacking operability.Composition writing problems in junior middle schools students’ composition writing are mainly caused by small vocabulary, catachresis and inappropriate expressions of sentences, paragraphs and chapters. Only by practicing step by step from wordage to sentence making, and then to paragraphs organizing can students’ writing ability be enhanced effectively. In this research, the author puts forward a new composition teaching strategy:enrich students’vocabulary in reaching instruction during the classroom, make some sentences with these newly learnt words, write a paragraph on the basis of these sentences according to an anecdote from their individual life, and ask students to decide the central idea of their own compositions based on the the paragraph and enrich the selected anecdote. Then ask students to outline their compositions, arrange the structures and preset the transition and coordination between the paragraphs. Finally, encourage students to finish the compositions. In order to improve the operability of the composition teaching strategy, composition teaching is divided into concrete microteachings of beginning, developing, ending, sentence making and rhetoric. The ’Word-Sentence-Paragraph-Text’ training is breakthroughs of the microteachings of each item.In this paper, the author testifys the efficacy of this composition teaching strategy through literature review and experiment.