Based On The Junior Middle School Language Teaching Material Composition Teaching Strategy Research

It is well-known that the composition teaching is very important but there are still many problems to be solved urgently, such as there are no special textbooks and lack of perfect exercise systems, etc. Therefore, lots of Chinese education experts and front-line teachers make hard exploration and research from different angles and ways to break through the bottleneck of the composition teaching.On the basis of wide study and practice, the author made some research on the writing strategies based on the Chinese textbooks in Junior High School and defined the importance of the composition teaching in different grades according to the students’ cognitive laws, laws of psychological development of the students from Grade Seven to Grade Nine in Junior High School and the requirement of the "New Curriculum Standard". Besides, the author, based on the case or carrier of the Chinese textbook in Junior High School and relevant excellent articles, taught the students in accordance with the article as well as integrated the reading with writing to try to improve the learning interest and writing level of the students.This thesis starts from the survey research on the composition teaching situation in Junior High School and draws up the composition teaching strategies, including objectives, requirements and principles, etc., and it focuses on the setting of teaching contents and designs the value points of composition teaching according to the order of six Chinese textbooks of Junior High School. Meanwhile, it selects three teaching live records as the representative of the composition teaching in three grades to reflect the results of daily teaching and research. Finally, it summarizes this topic and makes some reflections. According to the practice in recent three years, some achievements are made in the research:the students’muddle writing state and the disordered state of teaching have been improved to some extent; the teaching idea of the teacher is transformed from "teaching the textbooks" to "utilizing the textbooks" and the consciousness of developing and utilizing the curriculum resources is strengthened further. Therefore, it is a valuable practice and research.