Research On The Problems And Countermeasures Of Senior Middle School Teachers' Composition And Comment Writing

The great rejuvenation of the Chinese nation has given great priority to the development of education.Chinese education have also already entered into a new era.Nowadays,enhancing morality and fostering talents becomes the new goal and task of Chinese education.New requirement that improving students’ core attainment of Chinese is also put forward.In order to make full use of the unique instrumental characteristics of high school Chinese,students’ writing skills must be highly valued.The writing class is a course that guides students to use words to express emotions.It can also help students to use words to express creatively and to know more about themselves,the society and the world.The ability and level of students expressing their thoughts and emotions with words is a comprehensive manifestation of their core attainment of Chinese and a benchmark for evaluating students’ Chinese learning ability.Therefore,writing teaching in high school has always been the core task and important part of Chinese subject.Teachers instruct students in how to use words to express their feelings and exchange ideas in writing class.However,writing teaching is very tricky in Chinese teaching practices as it has little effect even with long periods of time spending.Teaching students how to write is to promote students’ deep reading and guide them to express self-cognition in combination with their own experience.Due to the limitations of many objective conditions,high school teachers usually use comments to achieve the goal of optimizing teaching.This paper mainly analyzes and summarizes the comments’ affectional,pertinent,illuminating and literary characteristics,and comments’ functionalities which include communication,motivation and cultivation.After analyzing the current situation of Chinese teachers’ composition comments and finding out the problems,strategies are put forward so that writing teaching will become more effective,students can use language and words correctly,and students’ core attainment will be improved.This paper consists of three chapters.The first chapter sorts out the theoretical research on the writing of high school Chinese teachers’ composition comments.Firstly,it explains the related concepts of composition comments,then analyzes the characteristics of composition comments written by high school Chinese teachers,and discusses the communication function,the motivating function and the cultivating function of composition comments in detail.Also,the categories of composition comments are discussed.Combined with the relevant theoretical subject knowledge,this paper analyzes the psychological tendency of high school students when they write composition,and points out the theoretical basis for writing composition comments.The second chapter mainly investigates the status quo of high school composition and makes deep analysis on the survey results.It analyzes the comprehensive perception,objective attitude and functional cognition of high school students on teachers’ comments.Furthermore,it explores the crux of comments and the cause of it from both subjective and objective aspects.The third chapter is mainly about the existing problems and possible strategies to optimize the writing of high school teachers’ composition comments.This chapter consists of two sections.One of the two strategies is elaborated in each section respectively.The first section clarifies the key points of high school teachers’ comment writing.By means of communication,encouragement and enlightenment,students’ writing interests can be stimulated,which will certainly raise students’ writing attainment.The second section advocates the specific skills for high school teachers to follow.