The Investigation And Analysis Of Composition Teaching In The Sixth Middle School Of Tumen City

Writing is an important way for people to carry out exchanges, to express ideas, express feelings and recording information. The level of writing ability can reflect a person’s comprehensive quality, it is an important skill for people to live in the society, through master good writing skill and be able to use the language correctly. Junior high school is an important stage for students to training writing ability. It is an important task and a difficult point for the Chinese language subject. "Nine year compulsory education full time junior middle school language teaching outline" put more clear and specific requirements to the junior middle school Chinese composition writing than Primary school stage. To improve the writing ability of junior middle school students is the objective need of education development, and also is the inevitable requirement of cultivating comprehensive talents in the country and society. Under the background of the new curriculum reform, the prevalence of new high efficient classroom, the traditional composition teaching methods has been difficult to adapt to the trend of progressive education, schools and teachers have come to realize the importance of the reform of the teaching of writing, and actively explore effective strategies of composition teaching, attempts to be taken in accordance with the rules of teaching measures to promote the progress of composition teaching, but judging from the current master of the situation to no avail, writing teaching already in the transformation and development of "labor pains period, high consuming, low efficiency of composition teaching has become the biggest barrier to restrict the development of junior high school language classroom, deepen the reform of composition teaching has been imminent. This paper takes the Sixth Middle School of Tumen City, Yanbian Korean Autonomous Prefecture as the research object, through analysis the present situation of the teaching of writing, to explore the reasons of unfavorable factors and the bottleneck. Puts forward effective methods and strategies to improve the teacher lectures and students’writing ability, promoting the development of writing ability on the future in junior high school.This paper is divided into four chapters. The first chapter is the introduction, which introduces the problem, the purpose and significance of the study, The research status at home and abroad, the scope and methods, The second chapter is the theoretical basis, mainly include the "new curriculum" requirements, "modern writing teaching theory", "constructivism theory" and so on. The third chapter is the investigation of the composition teaching in the six middle school of Tumen city. From the three aspects of the school, teachers and students, use questionnaire survey, interview, observation to investigate the composition teaching. Through the analysis find that the Sixth Middle School of Tumen City in composition teaching aspect have some success, include Composition teaching system is relatively complete, open classroom obvious advantages, and teaching time is reasonable. On the other aspect find the problems and deficiencies exist in the composition teaching, specific performance:uniform school teaching model, lack of teaching and scientific research activities, teaching writing levels needs to be improved literacy, lack of learning situation analysis, student writing content essay and vague, Korean and Chinese students exists significant different in writing level, lack of self-learning ability. The Fourth chapter is according to Six Middle School’s composition teaching problems,give some teaching suggests as follows: the school should construct the core ideas of writing teaching, strengthen the training of teachers of writing teaching, teachers should change ideas, improve their writing teaching literacy, pay attention to writing after class tutoring, students into account differences in composition, students should be strengthening of the accumulation of writing materials, rich after-school practice, enhance the ability of autonomous learning. The last part is the conclusion of this paper and Acknowledgements.