Theory And Practice On True-feeling Composition Teaching

The present paper on the one hand is a teaching practice summary. Therefore, the development of the essay is according to the time order;logically, it follows the track from the shallow to the deep. The content is presented in individual cases. On the other hand the present paper is also an explanation of a teaching theory. It includes the teaching practice before the theory, namely the true-feeling composition, takes shape initially, the extract of teaching practice, and the reconsideration of theory after teaching practice.The true-feeling composition takes the core by the true feelings, and the appearance by frankness. It is assessed by real emotion, fine cut-in and true material. The true-feeling composition refers the kind of compositions with true feelings in it. Accurately, "the real sentiment", according to Heidegger. True things take the existence of truth. Its core is the "sentiment", emphasizing the true characteristic. The reason why it is called the true-feeling composition but not others is to highlight the background of exam-oriented education nowadays in China.The true-feeling composition teaching has been carried out in a junior class for 3 years uninterruptedly and systematically. The systematic feature is presented by putting the students' writing practice into the training of true-feeling composition as well as the reading practice inside and outside classroom.The true-feeling composition teaching practice is performed in three stages: the ice-breaking stage, the construction stage and the progress stage. The ice-breaking stage is to break down the usually way of thinking which students has already established and to construct and develop a new idea of composition—the true-feeling composition. The construction stage places emphasis on the students' reversion to the true-feeling character in their week-report. The three basic principles in the week-report are as follows. Firstly, students must pay great attention to the abstracting of facts. Secondly, students must not record facts with thinking and feeling. Thirdly, students should try to find true, good and beautiful things in life and judge the social phenomenon by a standard which is true, good and beautiful, correctly guiding individuals to express positive feelings. The progress stage is focused on the improvement of students' expression. The improvement of students' expression can also be understood as "expressing one's feelings in a newway" (Shklovsky Viktor Borisovich) and "expressing the real sentiment" (Heidegger) and "the perception demonstration" (Hegel). In this stage we should improve students' vocabulary, paragraphs, chapters, even their thinking mode and so on.The true-feeling composition teaching practice, has broken thoroughly the monopoly of the test-oriented composition theory, and thus has created the space for the natural development of composition teaching. As one kind of experiment, although it appears as an individual case, it shows its exuberant vitality in resistance to the practice of test-oriented composition teaching. The reason lies in the fact that the true-feeling composition teaching takes root in our time, and that it keeps an eye on the blustery trend of the times, and that moreover it deeply takes root in student's heart, and that it gives a thoughtful consideration to our younger generation.