Practice And Discussion On High School Writing Textbook

" High School Textbooks on Chinese Writing ", carrier of high school composition courses and communicative object of teaching activities on Chinese writing, are teaching resources presented mainly in the form of texts. It is known from a century's Chinese teaching practice that textbooks on Chinese writing have taken a twisty road—from the knowledge-systematic in the 1950s, to the skill-training in the 1960s, until the ability-shifting in the 1980s or 1990s.High school teaching on Chinese composition, as a whole, is not successful. Textbooks on Chinese composition are outdated or monotonous. Thus, the unsuccessful teaching and outdated or dull textbooks have been restraining each other. Through endless painstaking exploration, people have at last come to realize that the success of composition teaching not only depends on the teaching process itself, but also is restricted by the prerequisites such as characteristics, objectives, contents and evaluation patterns of the Chinese course. As we know, teaching process can not function in isolation from the idea of curriculum design.In the Great Discussion on Chinese education in 1997, the defects in the Chinese education were completely revealed, which has created our profound self-examination on composition teaching. Therefore, people use the experience of native language teaching in other countries for reference, transplant advanced theories, put forward some new ideas and methods on composition teaching, esp. return to and rebuild the body of composition teaching course. They begin to adopt "Macro-Chinese Course Concept" and rebuild composition teaching according to its origin.Now in the 21st century the appearance of the New Curriculum Standard and its textbooks marks the beginning of a new era in the exploration of Chinese textbooks and the Chinese teaching practice.