Research On Composition Teaching In Rural Junior Middle School

In the research, the geographical differences between the current rural junior middle school students existing cause the students’ horizons narrow, monotonous life so that students no writing material sources, parents behind did not pay attention to education because their backward concept ducation concepts which issues such as children are resulted in rural junior middle school students on writing exists fear writing mode of serious, writing content issues such as the lacking of innocence;the presence of "Rereading not rewriting", "the passages more important than talent ", "the source flow is not heavy" and other issues of rural teachers in teaching writing.Combined teaching with the Fumin County situation: a long history, Named Yizhou in Han, Blonged to Shu in Qin Zang time, Tang was pear Industry, owned by Song Dali, enriching element located in the Ming and Qing followed, both retain a deep history and culture of ancient precipitation, there rich cultural and historical heritage Modern. Fully tap enriching history, culture, historical events, celebrity stories,ethnic customs, ethnic festivals, beautiful scenery, historical sites, folklore tale,lantern minor, antiphonal singing folk songs and other places of local resources,penetration, used in the teaching of writing. Let the Chi Jiu junior middle school of Fumin County’s composition teaching in the education industry, education highly modernized, urbanized caught heavy to find out the composition teaching approach road with local characteristics: The only fully tap the rural unique precious local resources, teaching writing to rural glow vigor and vitality : For one thing, the research is the development of the value of the local resources and effective use;For another, with the using of the rich local resource can be enrich the students’ works,which is a exploration of bold innovation composition in rural teaching.