Exploitation And Use Of Curriculum Resources In Composition Teaching In Rural Middle School

With the advancement of the new Chinese course reforms, the importance of the curriculum resources has been realized better by most of the Chinese-teaching educators. Without it, it's hard to put the ideas of the course reform into operation, no matter how beautiful the blueprint is. This paper is directed against all sorts of problems which exist in the current composition teaching in rural middle schools. It tries to start from the background of elementary education reforms and the education reform in Chinese teaching and process from the angle of the exploitation of curriculum resources and use in order to explore the thinking of composition teaching methods in rural middle schools, aimed at improving its efficiency.In its contents, the paper firstly analyzes current situation of Chinese composition teaching in rural middle school to find out the root of its inefficiency. Following this, from the perspective of educational theory, the paper discusses the concept of curriculum resources. Then in the paper the writer also expresses his further analysis of the cause of curriculum resources being idle and waste. Thirdly, the paper elaborates the scope, distribution and characteristics of such resource. It states in detail the richness of curriculum resources in rural middle school composition teaching on the basis of the rural areas in the city of Changshu. Fourthly, based on those points mentioned above, the paper tries to find the ways and strategies to exploit and use the curriculum resources adopted in rural middle school composition teaching. That includes the development and utilization of natural resources and human resources in rural areas with the intention of probing into the composition teaching in rural middle school and finding the feasible ways and means of curriculum resources exploitation and use. Through his own study, the writer also hopes to seek out the adaptable strategies of exploiting and using curriculum resources so as to guide the rural middle school teachers to effectively exploit and use the curriculum resources in composition teaching. Finally, by means of examples exhibition, analysis, evaluation, the writer actively reconsiders to find its strengths, weaknesses, feasibility and attention. In the paper, the writer not only explicitly points out the value of curriculum resources in practical composition teaching but also thinks about the difficulty and defects arising on its course of exploitation and use in order to change the status quo of having nothing to write about as well as lacking writing teaching materials. Eventually, the teacher can create substantial and in-depth composition teaching classes for the students.This paper advocates exploiting and using any available curriculum resources from rural areas actively, carrying out colorful practical activities in Chinese learning, developing the students' ability to observe and finding out curriculum resources in time. To provide the continuous fountainhead for composition, the class for composition teaching, especially, in the rural areas, should intensify the exploitation and use of resource. This paper takes the rural areas in Changshu for example, quoting many bright instances, providing some ways and strategies in which students can improve their writing ability and level by exploiting and using curriculum resources from countryside in composition class.Exploiting and using curriculum resources is not an expedient and technical fashion, but a necessary teaching step for composition. It's not only an important link in carrying out composition course but also a key measure in improving the composition teaching in rural middle schools.