The Influence Of Individual Socialization Psychology Accumulation On High Schools Compositions Teaching

Currently there exist two common perplexities with compositions teaching in high schools: one is that, when writing compositions, a great number of students feel that they do not have enough materials; the other is that the students' compositions have been "inane, dull, incondite, pretense" for a long time. With the expectancy to unveil the social mentality hidden behind the phenomenon, the paper analyzes the causes of perplexities, in order to reach a breakthrough for teaching compositions in high schools. The methodologies of comparative analysis and literature review are employed in the paper. By dint of social psychology theory, which is arising brink knowledge, this paper expounds how various social culture diatheses restrict and influence the instruction of compositions in high schools. The main findings of the paper are as follows:Firstly, a lack of community interaction and natural sense, aggravated by limited reading, results in illiberal storage of perception with students. A disregard of students' personal initiatives for selective thinking by communities, families and schools is an important cause of insufficient material for writing compositions suffered by students. Secondly, after studying the malady existing in the history of teaching compositions in high schools, we discover that, conflicts exist between traditional social mentality and current polycentric civilization. We also discover that students' initiatives have been significantly discouraged by teachers. All of the above, added by outdated teaching rationales and methods, have made it impossible for a sustainable development in the instruction of compositions at high schools. Thirdly, with a review of the inwardness for writing compositions, and based on the "thrice transform" theory, the paper puts forward the supposition of nonlinear "thrice selectivity", with a view to establish the importance of selective thinking ability. Lastly, this paper expounds how to understand the connotation of "main body" in teaching compositions, and accordingly proposes suggestions for reforming the instruction of compositions.