Study Of Junior High Self-composition Pedagogy

Teaching of composition is a half of country for language teaching. For a long time, many teachers and teaching staff are exploring hard to find a composition teaching method that students enjoy accepting and teachers are easy to operate. In this thesis, a boldness of trial is carried out for teaching methods of coposition in middle school. We use the experimental methods to study teaching methods of coposition and find an effective means, which is called autonomic method of coposition teaching. The autonomic method of coposition teaching can be understood briefly as follows, students have the right to write, modify, comment and even assign a topic for a composition, they can draw on each others' merits and raise the level together. At the same time, language teachers can free themslves from uphill work absolutely so that they can have much more time and energy to study the composition teaching and improve the writing level of students.In this paper, the autonomic method of coposition teaching is studied in middle school. Firstly, the theoritical foundation is built on the theory of composition teaching proposed by the educational expert such as Sheng-Tao Ye and it can be confirmed by pedagogics and psychology. Secondly, specific measures for implementation are explained by four steps. They are autonomic accumulation, autonomic proposition, autonomic comment and communication for composition. Specific analysis and elaboration are proposed for the possible problem emerging in the course of implementation. The guiding function of teachers becomes the key factor to operate the autonomic method of coposition teaching. Finally, this method is used in middle school and a number of experimental results show that it can arouse student's writing interest and clean up unhealthy writing mentation. On the one hand, student can learn writing happily and easily, and on the other, most of them improve their scores obviously. This method suit the physical and psychological characteristics of middle school student and it can change student's past negative attitude for writing. It is flexible to operate and can be mastered easily by teacher and student. The use of the autonomic method of coposition teaching can improve the writing level of most students at the education for all-round development today. Owing to the method is fit for the composition teaching in middle school and it can drive student's reading, it should be made extensive widespread.But there are still a lot of work need to be perfected in the practical operation. Such as how to arouse the student's interest more effectively, how to improve the student's score for other 4%. These work need our thinking and effort in the future. We hope that this thesis can provide some useful exploratory researches and can make contruibution for improving the student's quality overall.