On The Effectiveness Of Application Writing Teaching At Intermediate Vocational High School

As an important part of Chinese teaching at intermediate vocational schools, application writing is quite distinctive. It helps to improve the efficiency and quality of Chinese teaching, the students' practical ability and the realization of the values of compulsory courses if great attention is paid on the enhancement of the efficiency of Chinese application writing. However, my investigation reveals such serious problems with application writing teaching as lack of motivation from both teachers and students, low teaching efficiency and poor teaching quality. These problems have greatly hindered the development of Chinese-teaching at intermediate vocational schools and the advancement of the comprehensive ability of future vocational students. Constraints on enhancing the efficiency of application writing teaching are a combination of factors such as hardware and software problems on campus, (ie, the teaching facilities and campus cultural atmosphere), problems arising from the subject of application writing itself as well as those from teachers and students. Four major factors concerning the sophistication of teachers' teaching philosophy, reasonableness of their knowledge structure, strength of their teaching ability and perfection of their teaching tact have an great impact on the teaching efficiency of application writing. In light of the characteristics of vocational students and their general learning habits, we have tried to motivate the students to pay enough attention to application writing by means of active attribution, appreciative education and success experience; we have tried to demonstrate the concrete ways to improve teaching efficiency of application writing on basis of three types of model writing such as case study, teachers' practical writing and students' partnership writing; we've tried to promote the teaching efficiency practice by bringing closer to life teaching objectives, contents and approaches. Finally, we put forward five most efficient strategies for traditional application writing teaching concerning such aspects of conciseness of knowledge, logicality of instruction, meaningfulness of teaching, diversity of teaching approaches and time-cost management. These strategies have given a clear direction to achieving high efficiency in application writing teaching by providing an overall solution to the problems of low efficiency, zero efficiency or even minus efficiency existing in application writing teaching.