| The Chinese language is a basic subject in middle school.The composition can comprehensively reflect the students’ knowledge and ability for Chinese language.Hence,it can play an important role in cultivating the students’ quality for Chinese language and promoting the personal development.The correction has been an important part of the teaching of composition.It aims to review and reflect the topic of the composition,the use of words and emotional expression.It can be seen as the summary of the composition and also the beginning of the next composition.Judging from the current status of composition correction,there are still many problems related to the teaching of composition.To be more specific,the great efforts made by the teacher to correct the composition of those students have ended in vain.The teaching mode for correction has been quite outdated.With those students studying the composition in a passive manner,the lesson for correcting the composition has failed to be effective.Those middle-school students have reached the critical stage for developing their perception and cognition.Therefore,it has become an urgent task to research how to correct the composition mutually and improve their ability for writing a composition in themodern education.It is also the main research direction of the author.There is an old Chinese saying that the teaching should go hand in hand with the research.In other words,the growth of the teacher should be based on the education and research.In order to improve the students’ writingability,we should combine teaching with research.In this way,the problem of shallow education and limited research will be solved.Under the guidance of pedagogy and psychology,we should carry out the research properly and also summarize an effective teaching mode for correcting the composition,which will be applied to the teaching practice.Based on the research results,the first chapter of this paper aims to make a summary of the current research into the teaching of composition correction both at home and abroad.The new teaching mode featured by group mutual correction of the composition in middle schoolwill be also proposed.As shown in the survey and interview with those teachers and students in three middle schools of Xinyang City about the composition correction,it is pointed out in the second chapter that those teachers have to deal with the demanding work of composition correction through the traditional method,which has been updated relatively slowly.Moreover,the composition correction has been alsodelayed.In most cases,the students’ composition has been evaluated in terms of the score and grade.For those students,they can place greater emphasis on the correction and thus accept the new correction mode more easily.But they are weak in the relevant knowledge and ability.Aimed at the problems collected from those teachers and students,thethird chapter will discuss the teaching mode of group mutual correction of the composition in middle school systematically.It has mainlyincluded the theoretical basis,basic features,main intention and basic principles.As the main part of this paper,the fourth chapter will elaborate on the three stages for implementing the new teaching mode of composition correction,namely the preparatory stage,operation stage and evaluation stage.At the preparatory stage,it will focus on the interaction between teachers and students,the improvement on the students’ ability for correcting the composition,the creation of the atmosphere for mutual correction and the change of teaching material.It will lay a solid foundation for the operation stage.At the operation stage,everyone concerned will be encouraged to participate in the correction and also appreciate the model composition.Besides,it should also include the self-correction of the students,mutual correction in the group,the recommendation of excellent composition in the class,the correction of the teacher as well as the sharing among those parents.Some real cases have been used for discussion.At the last stage,the multi-dimensional evaluation will integrate with the score evaluation so as to further improve the writing ability of those students.In the fifth chapter,some advice will be given for further improvement.This research aims to cultivate those students’ ability for independent study,cooperation,research and innovation in answer to the requirement of the new curriculum standard.With the building and implementation of the teaching mode for group mutual correction,those middle-school students will develop the innovative spirit and self-learning ability through mutual assistanceand cooperation.The previous evaluation mode which only involves the teacher will be also discarded,whichmeans that numerous teachers can be freed from the demanding burden for composition correction and thus devote moreenergies to the teaching,research and educational reform. |
