| A person who gets the Chinese then gets the world,a person who gets composition then gets the language.Composition classroom is a key position in the whole language teaching,especially in rural areas.Life is the source of language teaching.If the language is a way of learning human life,writing is a manifestation of the emotional world of individual life.Each person's feelings for life,the thinking of life,the joy and sorrow of life,and the feelings of feelings can be integrated into the language and reflected in the form of the composition.Therefore,for a long time,rural language teachers have given positive attention,but the effect is not good.The reason is that there is no source of life and the exhaustion of writing resources,the students have no content to write,the logical thinking is not clear and so on,which causes the students not to write the composition of the common phenomenon.In addition,some rural Chinese teachers are backward and arbitrary in composition teaching;the lack of "company" in rural parents and the weak feelings of the children make the composition teaching method "taking advantage of the bad and the bad" in the market,so that the students' composition of the rural junior middle school students is not high and healthy,and the phenomenon of "false big empty" has appeared.It seriously affects the healthy development of student's writing thought.Based on these,the author puts forward the teaching strategy of "life oriented composition" in rural areas,and makes the composition teaching design around the life experience of the rural students,let the students infiltrate in the rural life background,wake up the living memory of the students,make the composition teaching full of the simple countryside,and stimulate the students' interest in writing.It is not only suitable for actual operation but also for students' development,and it has important practical significance for improving the teaching ability of rural teachers and students' writing ability.This thesis takes the composition teaching of rural junior high school as the research object.In the introduction,it summarizes the research on the living composition teaching at home and abroad,and combines the current situation and characteristics of the current rural life composition teaching,mainly adopting the questionnaire survey method,the interview method and the observation method,and so on,through the analysis and integration of the rural writing class and teaching case.Specifically,we put forward specific teaching strategies for lifeoriented composition in rural junior middle school.This paper is divided into four parts.In the first part,the concept of rural junior high school life composition is defined and its characteristics are discussed in detail.Then the present situation of composition teaching in rural junior middle school is analyzed,including the present situation of teaching,the present situation of students' writing,and the influence of the teaching resources of the rural junior middle school by its region and its teachers,and there are many problems in the composition teaching.Specifically,rural teachers' concept of composition teaching is limited,the goal guidance is not clear,and students' interest cultivation is lacking.However,the accumulation of students' material is not enough,lack of emotion and inaccuracy of language expression.The discovery of this part of the current situation provides a basis for subsequent targeted strategies.The second part,the specific strategies of life oriented composition teaching in rural junior middle school.This part,in view of the characteristics of the previous part and the problems and gaps in the composition teaching,leads the students to integrate their own life experience,and puts forward the corresponding specific strategies from the practice: 1.guiding students to accumulate rural material strategies,mainly from the use of rural natural environment,the application of Rural Folklore time,the focus of rural left behind complex,and the body.The practical strategies are discussed in five aspects of rural campus life and rural social life;2.guiding students to write and living composition.According to life,observation life,experience life,emotional sublimation,and concrete practice,3.emphasis is placed on the communication mode of multiple evaluation and exchange.The multiple of each other,try to discuss strategies to enhance the simulation evaluation of composition teaching.These strategies all focus on developing rich and unique rural living resources,and advocating composition teaching from life to life,providing practical and practical methods for the teaching of composition in rural junior middle schools.The third part,case analysis.This paper focuses on analyzing the cases of writing materials,student works and instructional design.Through the analysis of specific teaching cases to show the real integrity of the implementation process of life composition teaching,through the analysis of students' works and teaching design to highlight the feasibility of life composition and the problems to be solved.The fourth part,teaching evaluation and reflection.Mainly from the teachers' self-evaluation,reflection,student self-evaluation and the change of parents' thought and behavior,we show the implementation effect of life oriented composition.Students constantly improve in evaluation,teachers grow in reflection,provide experience and theoretical guidance for writing teaching practice. |
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