The Study Of Composition Teaching Under The Guidence Of "Non-Directive" In High School

Since the new curriculum reform has been carried out, the composition teaching reform in high school attracted widespread attention, and at the same time, there resists many problems.Old teaching philosophy of composition in high school and the lack of exploration of teaching methods result in that high school writing teaching takes composition standards of Gaokao as a yardstick,and on the other side, it regards teachers’ single specification guide as the main way to teaching. Thus the teaching methods ignore the writing emotional and intellectual development of the student individuals, and eventually students’ enthusiasm for writing becomes low and distress students’ writing emotional. Teaching writing between teachers and students loses its charm in high school.The situation of composition teaching is not optimistic. High school composition teaching goes into a bottleneck. As for the reason, lacking in more scientific teaching ideas and the guide of writing ideas and the inversion of dominant position between teachers and students lead to no break in writing teaching.In 1960 s, Non-directive teaching was carried out by Carl Ranson Rogers(1902~1987), an American humanistic psychologist. Different from traditional directive teaching, the essence of Non-directive teaching fits “perfect man” advocate by High school composition teaching reform.Because of the disadvantages of Directive writing teaching in High school, this study based on Chinese teaching theory, pedagogy, educational psychology, grammatology and so on and its teaching theory is Rogers’ Non-directive teaching. The study researches the theory and practice activities of High school writing teaching and tries to provide new ideas for High school writing teaching. This paper mainly consists in four parts:The first part is the introduction, from high school Chinese course curriculum reform and the limitation of the thesis teaching point of view, put forward the research background of this topic, and points out that characteristics and the fit of Rogers "non-directive"; Second is the research now this project research results both at home and abroad. Finally, explains the meaning, purpose and method of this study.The second part is mainly to clarify the current problems and reasons in high school composition teaching. This chapter firstly illuminates the disadvantages of current composition teaching and analyze the drawback of Directive teaching which lacks in scientific Philosophy.Secondly, the paper illuminates the concept problem and practical issue in composition teachingfrom the aspect of writing subjects. It also pints out the disadvantages of traditional exam-oriented composition teaching, and aims at exploring the root of writing teaching issues according to the current situation of high school composition teaching and writing subjects.The third part is mainly the connotation of Non-directive teaching and its value for writing teaching. Firstly, the thesis analysis the connotation of the concept and theoretical foundation.Then the thesis illuminates the meaning and value of Non-directive teaching to guide writing teaching. Through the research on teachers and students’ writing psychological needs, the thesis demonstrates the feasibility of Non-directive teaching in guiding High school composition teaching.The fourth part is the strategies of High school composition teaching under the guidance of Non-directive teaching. This part regards High school writing as a complex systematic engineering and studies the applying strategies of Non-directive teaching in High school composition teaching from respectively four parts: the establishment of the writing teaching idea;the preparation stage; writing process; writing evaluation. And at the same time, with the teaching cases in High school writing teaching, the thesis mainly does deeper discussion in the practice of Non-directive in High school composition teaching from three dimensionalities:illustrating the guide to the concept; demonstrating typical cases; summarizing teaching enlightenment.