A Study Of High School Composition Teaching Based On Wen Rumin’s View Of Composition

Composition teaching is an important part of high school language teaching,and in the context of the General High School Language Curriculum Standards(2017 Edition Revised 2020)and the use of new teaching materials,high school composition teaching faces a whole new challenge.How to better promote the development of students’ core literacy,how to cope with the new school situation in the context of rapid social development and how to respond to the new reforms and changes in recent years in the college entrance examination composition are a series of specific questions that language education researchers urgently seek to solve.As an expert in language education,Mr.Wen Rumin has worked for many years in the field of language education research in primary and secondary schools,and has put forward the idea of "humanistic education" as the core of language education,which provides valuable guidance for front-line language teachers.Mr.Wen’s language education works are rich in composition teaching ideas and theories,and his language education ideas have been studied in depth by previous authors.Based on the teaching process of guiding students’ composition,i.e.before writing,during writing and after writing,the author summarizes three views: the concept of reading and accumulation,the concept of rational thinking and the concept of scientific evaluation,and conducts a systematic study,using this study as a theoretical support for exploring the teaching strategies of high school composition.Based on the perspective of Wen Rumin’s view of composition,there are three main problems in the current high school composition teaching: first,the reading accumulation before writing is too scattered and shallow,second,the lack of students’ rational thinking in the writing process,which belittles the real expression and writing thinking,and third,the single and inefficient form and content of composition evaluation.In response to the above problems,the author explores the teaching strategies from Mr.Wen Rumin’s theory of composition,which are: first,before writing,enriching the teaching before writing with reading accumulation,systematic teaching and contextualized teaching;second,during writing,highlighting rational thinking in teaching objectives and teaching contents;third,after writing,improving the way of teaching composition evaluation,insisting on the principle and flexibility of evaluation The author used this strategy to teach writing.The author uses this strategy to design and practice writing teaching cases.First of all,the writing teaching objectives are set according to the learning situation,and students are guided to accumulate reading and enrich writing materials by systematic and contextualized composition teaching before writing.Secondly,we provide students with targeted guidance in the writing process,cultivate their rational thinking,and achieve the teaching goal of improving their analytical and discursive abilities,cultivating their writing literacy and improving their writing skills.Finally,quantitative item assessment is adopted in the post-writing evaluation,and a flexible teaching evaluation is implemented to bring into play the effective value of each teaching strategy and provide effective teaching reference for the majority of front-line teachers.