A Study On The Problems And Countermeasures Of The Lack Of Realism In Senior High School Composition

Writing ability is one of the most important language abilities in Chinese. For along time, in order to improve the students’ composition level, a lot of frontlineChinese teachers and professional research workers have carried out long-termstudies and practice and have obtained certain achievements. But the students’ writinglevel has not been substantially raised. Moreover,the compositions written bystudents are lack of the true feelings.The item “expression and communication” in the chapter “the course goals” of"The ordinary high school language curriculum standard"(experiment draft)promulgated by national ministry of education puts forward: in the writing teaching,teachers should guide students to express true feelings and not to write lies、emptywords and formulas, and to avoid creating feelings for writing.Thus it can be seen that the new curriculum emphasizes: the writing shouldexpress your true thoughts and feelings. But, commonly, the compositions are full ofmonotony, lip-born words,false information and moaning words. What actuallycauses the lack of true feelings in students’writing? And why do these students at theage of16or17always write false, big and empty words? In the context of newcurriculum implementation, based on the serious fact of the deficiency in thestudents’ compositions, the author makes every effort to find the cause throughstudying related articles and the long time practice and reflection in her writingteaching.And at the same time she tries to help the students to learn to express theirtrue thoughts and feelings in their writing. In the context of new curriculum’simplementation,based on the serious fact of lack of genuine feelings in Senior highschool compositions,the first chapter talks about the current situation of writingteaching. Combined with the author’s teaching practice,the author summarises thespecific symptoms of lack of genuine feelings.And in order to know about the realthoughts,the writer goes for the relative questionnaires for the students and theteachers. The third chapter analyses the cause from three aspects.There are thecompositions’ topics and the grading standards as well as excellent model essaies ofthe College Entrance Exams.The fourth chapter refers to the effective and feasible solutions of how to teach the senior high school students to express true feelings inthe compostions from the angles of the students、the teachers.