Research On Chinese Composition Teaching In Secondary Vocational Schools Under The Background Of College Entrance Examination For Skills

Good writing ability is an important part of the Chinese core literacy of secondary vocational students.Vocational students are weak in compulsory courses especially in Chinese which they normally pay little attention to so that they are incapable to write well,which not only affects the results of the college entrance examination,but also is not conducive to the future development of students.In the 2021 syllabus for the Comprehensive Examination for the recruitment of graduates from Secondary Vocational School in Hubei Province,the writing requirements for students are "to be able to write narration,exposition and common practical writing".It can be seen from the requirements of the syllabus that the writing ability of students in the Skills College Entrance Examination can be combined with the actual ability and needs of secondary vocational students.,but our Chinese teachers in the front-line secondary vocational schools are still troubled by composition teaching.How to improve teachers’ ability in composition teaching,students’ ability in writing,and then the score of the college entrance examination is a problem that Chinese teachers have been thinking about.On the basis of combing and learning from the relevant research results of predecessors,this paper selects Wuhan Industry and Science-Technology School as the research object.It carries out the problems existing in the writing teaching through questionnaire and on-site interviews,which is guided by the writing ability requirements of vocational students in the college entrance examination,hoping to explore the effective improvement strategy suitable for the college entrance examination.In the introduction part,this paper puts forward the purpose,significance,research status and research methods of this research,and makes clear the subject direction,so as to better carry out the research.The first chapter specifically introduces the basic situation and main characteristics of Chinese composition teaching in secondary vocational schools,and then analyzes the composition proposition of the college entrance examination for skills in Hubei Province in the past five years,clarifies the specific points of the examination for students’composition in the college entrance examination for skills,so as to conduct the research on composition teaching.The second chapter mainly discusses from two aspects.The first section is mainly about the investigation of students’ writing and the problems existing in their writing.It is divided into two sub-chapters.The first part is about the questionnaire and results analysis,which makes the direction and purpose of the investigation clear.According to the final survey results,the situation of students’ writing learning is presented,and the problems existing in students’ writing are analyzed.They are mainly in the following five aspects:(1)fear and aversion to writing(2)insufficient reserve of writing materials(3)insufficient reserve of writing methods(4)insufficient language expression ability(5)poor writing habits.The second section is the interview of teachers’ composition teaching and the problems existing in teachers’ composition teaching.Through interviews with frontline teachers,we understand their teaching status and analyze the problems existing in the teaching.Teachers’ problems are mainly manifested in the following three aspects:(1)limitations in composition teaching thoughts,fear of difficulties and low motivation;(2)limitations composition teaching methods;(3)single evaluation method for writing.Through the actual investigation,the specific problems are analyzed to lay a foundation for the following teaching strategy research.The third chapter includes two research aspects that is based on the investigation of the previous chapter.One is hierarchical teaching;the other is to establish a generative class to cultivate students’ writing ability,taking the skill class 5 in grade 12 taught by the author as an example.The first major point,hierarchical teaching,is divided into three sub-points:one is the accumulation of words and the expansion of sentences;the other is the compression of paragraphs and the extraction of information;the third is the expansion of paragraphs and the enrichment of expressions.The second point,class establishment in cultivating students’ writing ability,is divided into four sub-points:the first is the discovery and use of writing materials’ the second is the clear description method,the third is the situational observation-based writing teaching,and the fourth is the group cooperation evaluation.These improvement strategies are based on the problems found above and obtained in practice.The epilogue part carries on the discussion of the first three chapters,summarizes the shortcomings in the research,and clarifies the direction of improvement in the future.