Research On The Teaching Of High School Composition In The Background Of College Entrance Examination

Examination questions,the intention,materials,structure,language,and revision are six aspects of the writing process,and clear themes is the "soul" of the article.At present,senior high school students' compositions lack intentional training and scientific systematic guidance to enhance their intentions.The present situation of students' intention is mainly represented in the following aspects:,Firstly,because of the students' fear of writing or lack of conscious awareness or skills of conscious writing,poor comprehension of composition conception,the concept connotation and extension are vague,so the accuracy of the intention is biased.Secondly,the content of the composition is blank and tedious.The students' reader consciousness and task consciousness are poor,the sense of sincerity is lacking,the perception of the times and the awareness of cultural inheritance are insufficient,and it is difficult to achieve the breadth and height of the composition.Thirdly,logical speculation and rational causal analysis are weak,simple patterns and models,lacking the depth of composition.Fourth,the conclusion of repeated examination,blindly repeat the public choice,or reverse the conclusion of the examination,deliberately take the sword away from the front,lacking the originality.Fifthly,there is a gap between students' Writing Conception and expressive ability.In examination or time-limited training,it is impossible to quickly express their intentions for easy layout.The proposition of the college entrance examination composition is "contemporary features,moral values establishment and people cultivation,the logical thinking,the reader consciousness." In the context of the college entrance examination,the study of high school essays is intended to help guide the improvement of the accuracy,height,depth,novelty and maneuverability of high school students.Therefore,on the basis of teaching experience of front-line teachers and consulting a large number of literature materials,this paper puts forward the "Four-Four-One Idea Method".The "Four Four-One Idea Method" is first classified according to the composition of the composition: "language concept class,inference subjective","intuitive feeling class,association feeling","philosophical speculative class,more positive and negative","social phenomenon class,analysis of reasons " and so on "Four Categories" ",and then subdivide the " Four Ways ": " insertion method "," replacement method "," biasing method "," metaphor " change subjective;" Human Coexistence and Universal Value " Emotional Law","Social Responsibility and People's Livelihood Construction" Emotional Law "," Cultural Consciousness and Cultural Inheritance " Emotional Law","Individual Development and Self-realization" Emotional Law;" Two-point Theory and Emphasis of contradiction Theory"," Progressiveness and Tortuousness of Development","Variety and conditionality of connections"," Specific Situation and Specific Experience" to Discuss the Positive and the Negative."Perspective","Reverse View","Overlooking" and "Side View" are used to analyze the cause and effect of phenomena.Finally,a set of tools is put forward to assist students to keep independent thinking in their composition design.In a key high school,randomly selected two parallel classes in the second year of high school for a four-month comparative experiment teaching.Through experiments,it is found that the students in the experimental class have significantly improved their interest in learning and their ability to study in high school essays.At the same time,it proves the feasibility,scientific nature and effectiveness of the "Four Four-One Idea Method".In this paper,3 figures and 8 tables were completed,and 40 references were cited.