A Study On Composition Teaching In High School Based On The "Five-Step Teaching Model" Of Peer Learning

The Chinese course is a comprehensive language subject that unifies the humanities and the instrumental,and this nature of the subject determines that Chinese will influence people throughout their lives.In Chinese courses,writing is the central expression of students’ core language literacy,a critical competency they should acquire in language learning and powerful support to secure their lifelong personal growth.Furthermore,it is easy to see from the curriculum standards development and the design of the tasks in Gaokao that the top designers of Chinese subjects in senior secondary schools attach great importance to writing skills.Therefore,based on the internal need to cultivate students’ intrinsic literacy and the external demands of the examination standards,exploring more efficient and effective composition teaching is a task that all frontline Chinese educators cannot avoid,and exploring suitable teaching models for composition teaching is a journey that follows the footsteps of the new curriculum reform.The advent of the Information era has led to a new direction in curriculum reform since the turn of the millennium,and innovative research into teaching models has become a priority for more and more educators.However,despite the rapid emergence of new teaching models worldwide,most of these models are designed and structured holistically,without any practical research on the integration with the subject matter.This paper uses the "five-step peer learning" model,a new teaching model currently being implemented in our school,as the basis for our research.In this paper,we aim to explore the most favourable combination of the two and to promote the exploration of effective strategies for composition teaching in high school through classroom observation,data collection and analysis,and questionnaires.This paper will address the research topic from three perspectives.The first part is the introduction section,which introduces the background and significance of conducting the research,the main research methods used in this paper and the key problems to be solved and the objectives expected to be achieved by studying this topic;it defines the three important concepts involved in this research;compares the current literature related to this research to give a review.The second part is the main part,which is divided into three chapters.The first chapter focuses on studying the current teaching of composition in high school Chinese courses and its teaching characteristics from a theoretical perspective.Through the analysis of the new curriculum standards,the writing tasks set in the new textbook and the examination situation of the college entrance examination composition,the importance of composition teaching is clarified,and the teaching characteristics of the current high school language composition are summarized.Chapter 2 provides a brief description of the ’five-step peer learning’ model,looking at the theoretical basis for the construction of this class model worldwide,the teaching objectives be achieved by adopting this class model,the conditions required to achieve this classroom model,and the five specific teaching and learning components of this classroom model.The five specific teaching procedures of this classroom model are discussed in four aspects.Chapter 3 analyses the current composition teaching situation under the "five-step peer learning" model in Beibu Gulf Senior High School.In this chapter,the current situation of Chinese teaching in Beibu Gulf Senior High School is objectively explained through classroom observation,data collection and questionnaires,and the strengths and weaknesses of the "five-step peer learning teaching model" are identified.The fourth chapter proposes Optimized strategies based on the research results,with strategies for teachers to change their understanding and improve their skills,strategies for students to adjust their mindset and strengthen their communication,and strategies for optimizing the teaching process at the level of the teaching model.The concluding section summarizes and reflects on this study and suggests improvement measures for subsequent research.