Life And Life. Junior High, "cooperation" Composition Correction Of Teaching Strategies, Research And Practice,

composition writing which is always the key and difficult points in Chinese class in junior high school confuses both teachers and students. When they come to the writing final stage: post-writing also known as grading, teachers always dominate the whole process while students remain to be passive. Almost every educator is facing the question: how to make the students interested in the writing, teachers relaxed while grading and students writing ability developing at the same time.The thesis based on the research which was carried out in three junior high schools in Panjin city, mainly focuses on the problems above and the ways to solve them. Two barriers have been found out in composition grading: 1.following incorrect writing rules 2.going away from the nature of writing. Therefore, a SS collaborative strategy is suggested to be used in grading. The thesis introduces the collaborative grading strategy which is based on ability education theory, collaborative study theory as well as collectivism driven theory in detail. The methods that we took during the research are as follows: questionnaire, investigation, experimentation and theory relating practice method. The study went through three stages: preparing, processing and assessing. The study revealed that the collaborative grading strategy can make students interested in writing and move away teachers'burden of grading. Meanwhile, students'writing ability has been improved. The thesis also covers the conclusion drawn from the two-year experiment which includes three aspects that teachers should pay attention to when they apply the strategy.