Empirical Study On Composition Teaching Method In Junior Middle School

Composition teaching is very important in junior middle school Chinese.Under the traditional composition teaching mode,teachers mainly explain,grade and comment,while students mainly listen and write.The effect of traditional composition teaching mode is not ideal.How to improve composition teaching quality and ensure students' writing ability to meet the requirements of curriculum standard is a long-term problem for Chinese teachers.At present,there are quite a lot of researches on Chinese composition teaching in junior high school,some from the perspective of situation building,some from the perspective of concept innovation,some from the perspective of layered teaching,different schools have a relatively fixed teaching mode.Based on the practice of Changsha x junior middle school composition teaching method,combined with the actual situation of the school,this paper analyzes and studies the whole composition teaching process of students' directional reading,composition material sharing,teachers' composition guidance,students' writing practice,composition group mutual modification and evaluation,and puts forward the strategies of composition teaching method practice combined with the results of questionnaire survey.At the same time,combined with the actual teaching case analysis,summed up the effectiveness of composition teaching practice and the shortcomings still exist.Through the analysis of the realizability of this composition teaching method,I hope to improve the current situation of composition teaching in Changsha X Middle School and improve the quality of composition teaching.