A Study On Teaching Ecological Composition In Junior High School Language

Writing is one of the most important parts of language teaching,and it is also an important way to cultivate students’ aesthetic ability and promote students’ overall improvement of language core literacy,and it is an important measure of students’ language literacy.The teaching of composition is recognized as the "big problem" of language teaching,and some teachers hold the view that composition cannot be taught,so that there is "almost no writing teaching in primary and secondary school language classes",i.e.,there is a lack of guidance for students in the writing process;on the part of students The students are often faced with the dilemma of having nothing to write,which leads to the phenomenon of patterned essays,patchwork of materials,words that do not reach the meaning,and other "non-ecological" phenomena,while ignoring personalized expression,the expression of true emotions and the pursuit of life values.The essay should not only focus on the expression of one’s true feelings,but also pay attention to writing skills and techniques.Therefore,the model of middle school composition teaching needs to be rebuilt urgently.Many researchers and language teaching practitioners have made useful explorations of composition teaching,systematically sorted out the main problems of writing teaching in the past,and also pointed out the main development directions of writing teaching.On this basis,this dissertation makes a useful exploration of composition teaching at the junior high school level with the help of the concept of ecology,and promotes the transformation of junior high school composition teaching from cultivating students’ testtaking ability to improving students’ composition expression ability,promoting students’ spiritual growth,and devoting to students’ complete life,so as to achieve balanced and sustainable ecological development of students.The thesis is divided into four main chapters in addition to the introduction.In the first chapter,the origins and teaching objectives of ecological composition in junior high school language are clarified.Firstly,the connotation and extension of eco-composition are sorted out and defined,and the connotation and characteristics of eco-composition are clarified;secondly,the theory of eco-composition teaching is sorted out on the basis of the connotation of eco-composition,so as to provide theoretical support for the thesis,and finally,the goals to be achieved in eco-composition teaching are proposed,so as to clarify the direction of eco-composition teaching.In the second chapter,a questionnaire survey is conducted to understand the current situation,problems and causes of composition teaching in junior high schools.Through sorting out and analyzing the current situation of teaching,it is found that the problems of junior high school composition teaching are mainly due to the shallow interpretation of textbook resources,insufficient attention to the ecological environment of classroom teaching,inaccurate understanding of the concept of ecological composition and insufficient practice at the teaching level.The third chapter integrates the resources of junior high school ecological composition teaching and clarifies the overall idea of ecological composition teaching.Combining the problems in composition teaching analyzed in the first two chapters and the connotation and characteristics of ecological composition,it is advocated that ecological composition teaching should be based on the principles of holistic,balanced and organic,on the one hand,to coordinate composition teaching resources from textbooks,nature,life and society,and on the other hand,to design the composition teaching process in terms of preparation and development of teaching,etc.On this basis,the writing unit in the junior high school language textbook of the Ministry of Education is used as the topic.The concept of ecological composition teaching is used to design composition teaching examples.In Chapter 4,on the basis of the overall idea of ecological composition teaching,the specific implementation process and conditions of ecological composition teaching are proposed.In the implementation of teaching,firstly,we should discover textual resources for lesson preparation;secondly,we should build a classroom teaching environment based on the textbook;thirdly,we should promote students to express their individual experiences and real emotions after the lesson.At the same time,it is also necessary to provide conditions for composition teaching from multiple perspectives and comprehensive coordination of writing resources and multi-dimensional assessment and inquiry.