Preliminary Exploration For Experiential Composition Teaching In High School

Much emphasis has been laid on composition teaching in Chinese curriculum. With the further innovation of Chinese curriculum and teaching, experiential composition is beginning to come into the view of researchers and Chinese instructors; however, it needs more exploration theoretically and practically. Lacking deep experience life, students are afraid or reluctant to write "I" in their composition. So students' principal status is ignored and creative ability is lost. In this essay the author attempts to make further exploration into students'composition reality problems from the aspects of theory and practice.The essay consists of four sections.Section One:The status and analysis of composition teaching in high school. This section is divided into two divisions, that is:the dilemma and its analysis of teachers' teaching and students writing in composition. The former is enunciated from the aspects of time distribution, the understanding of the writing theme, the puzzling instruction, and confusing correction. The cause of this dilemma is rooted in teachers' lack in the consciousness of students'writing. The latter is illustrated from the aspects of reading, interests and creative ability, resulting from the insufficient recognition in composition and experience. Finding these dilemmas from teachers and students, we should search for an effective composition approach to solve the problems.Section two:The basic theory of experiential composition teaching in high school. This section is divided into three divisions, which are the profile, the feature and significance of experiential composition teaching. Division One explores the essence of composition, which is the experience about the world and oneself and its expression conclusion, thus naturally coming back into the exploration of the concept of experiential composition. Division Two illustrates the significance of experiential teaching from the perspective of improving writing ability and Chinese cultivation.Section Three:The rationale of experiential composition. The rationale is based on experience theory, constructivism theory and humanism theory.Section Four:The implementation of experiential composition teaching in high school. This section is the soul of the essay, stating the feasibility of practice. It's carried out in two stages, with different tasks, characters and concrete measures in each one. Stage One:Lead students to accumulate experience. With the purpose teachers should make every effort to create conditions for students to gather experience by means of guiding students into the reality life and enforcing reading. Stage Two:Instruct students how to express life experience. With the experience gathered by students, teachers should create conditions and situations, and elicit students to express their experience in simple, theory and practical, emotional, and individual language.