Research On Composition Teaching Of Gongcheng Minority Middle School

Composition teaching in junior high school occupies an inestimable position in Chinese teaching,and it has become a scale to measure the literacy of junior high school students.In recent years,with the deepening of the junior high school Chinese curriculum reform,the research on composition teaching has gained many valuable experiences and impressive achievements,but there are still many problems in the composition teaching in the school,the outstanding performance is that students are afraid to write and can't write.In order to solve the problem of "difficult composition" for students,it is necessary to start from the perspective of teachers and students.This thesis investigates and studies composition teaching in Gongcheng Minority Middle School,summarizes the school's advantages and disadvantages in composition teaching,and then proposes strategies to solve problems.It is hoped that through this research,the composition teaching situation of Gongcheng Minority Middle School can be improved,and it can also provide useful reference and reference for the study of composition teaching in junior middle schools in ethnic areas.The main content of this paper is mainly divided into three parts,namely: introduction,subject,and conclusion.Summarized as follows:The introduction mainly elaborates the research origin,present situation,and research method and research significance of junior middle school composition teaching.The main body is divided into five parts.The first part is an overview of junior middle school Chinese composition teaching.First,briefly explain the meaning,characteristics and significance of Chinese composition teaching;Secondly,in conjunction with "Compulsory Education Chinese Curriculum Standards"(2011 edition),we will discuss our understanding from three aspects: writing target requirements,writing teaching suggestions and evaluation suggestions.The second part uses questionnaires and teacher-student interviews to understand and analyze the present situation of teacher composition teaching and student writing in Gongcheng Minority Middle School.The third part is to summarize the school's advantages and disadvantages in composition teaching according to the data of the teacher and student questionnaire.The advantages of teachers are reflected in: positive teaching attitude,creating a reading atmosphere;numerous cultural and sports activities,enhancing emotional experience;strong cultural atmosphere,cultivating noble sentiments.The disadvantages of teachers are reflected in: utilitarian teaching purpose,light composition and heavy reading;neglect of local resources,weak development consciousness;less teachers "float",the model is not obvious;the guidance is inefficient after writing,and the method of correction is simple.The advantages of the students are as follows: the writing of Chinese characters is standardized and the aesthetic ability is cultivated;the reading interest is strong and the language literacy is improved.The disadvantages of the students are as follows: the writing interest is not strong,the purpose is utilitarian;the reading method is improper,and the habit of writing is not developed;the expression of less true feelings is light,and the writing difficulties are outstanding.The fourth part mainly proposes specific feasible strategies based on the problem of Chinese composition teaching in Gongcheng Minority Middle School: Avoid utilitarian tendencies,cultivate students' interest in writing;educate people and educate yourself,explore writing training methods;pay attention to post-writing guidance,optimize composition correction methods;be willing to use brains to develop good writing habits.The fifth part is the author's composition teaching practice based on the present situation of composition teaching in Gongcheng Minority Middle School.The author puts theory into practice,guides composition teaching activities through exploration and formation of theory,and analyzes and reflects in time after class.The conclusion mainly summarizes the conclusions drawn from the research on the composition teaching of Gongcheng Minority Middle School,and reflects on the deficiencies in the research.At the same time,I also look forward to continuing to deepen the research on this subject in the future education and teaching,so that the composition teaching research will continue to improve and develop,and the composition quality of students will be improved.