Research On Practice Of Teaching Fragment Composition In Rural Junior High School

Fragment composition teaching is aimed at the current rural junior high school does not attach importance to composition teaching,language teachers over-burdened teaching,composition evaluation is not timely,the purpose of composition teaching purely to meet the exam and the composition of the training of randomness and other status quo proposed,in order to This junior middle school Chinese teaching material resource is a system,and training of fragment composition is carried out.Through classwriting,rewriting,continuing writing,teacher-student mutual evaluation and mutual modification,and using Xivo teaching assistant and interactive electronic whiteboard teaching methods to perform assessments and exchanges.Build pre-class preparations,classroom exercises,post-classroom reflections,and improved teaching models.Through segmented composition teaching practice,students' writing interest and enthusiasm can be improved;difficulty in writing big compositions can be reduced and students can experience success;teacher-students and students can be mutually evaluated and mutually revisited to reduce teachers' burden of extracurricular assessment,and at the same time,explore how fragmented compositions are better.It is good for writing big compositions.This article starts from its own teaching practice,investigates and studies the present situation of teaching composition of junior middle school in rural areas,puts forward the composition teaching training,statistical analysis of the resources of the junior middle school Chinese teaching material,and the type of examination of the composition of the Zhejiang provincial examination,combining the actual situation of the school and the teachers of other languages.Teaching experience,to construct a set of fragmented writing teaching system that is conducive to improving the basic skills of students in our school,and to explore how to make training easier,more effective,and more interesting,so as to truly improve the actual writing level of students in ourschool so that composition teaching is more in line with the new curriculum standards.The request.The dissertation is divided into the following chapters: The first part of the introduction mainly puts forward the reasons of the fragment composition training: At present,the current research status of the fragment composition,defines the concept of the fragment composition,and studies the significance of the composition of the fragment,the research methods and innovations;This paper expounds the practical requirements of junior middle school fragment composition teaching: firstly,it analyzes and compiles the requirements of the junior middle school Chinese language teaching materials for fragment composition teaching,and then analyzes the requirements of the Zhejiang composition for the composition examination.The third chapter investigates and analyzes the status quo of composition teaching in rural junior high school.Firstly,it analyzes the status and analysis of student writing.Secondly,it analyzes the status quo of composition teaching for junior middle school teachers in rural areas.It once again points out the social status quo of composition teaching.Finally,it points out that junior high school in rural areas carries out training on fragmented compositions.The role;the fourth chapter of the implementation of fragmented writing teaching practice,combined with teaching practice on a series of explorations of fragmented composition teaching.The fifth chapter explores the multi-element evaluation of the teaching practice of fragmented compositions: The author explores a practical three-dimens:ional evaluation system for the teaching of fragments,teacher learning,and parental participation in combination with teaching practice.