High School Open Composition Teaching Theoretical Thinking And Practice

The New Curriculum Amendment has put forward the guideline of"laying the foundation of students'lifelong progress to promote their all-round and characteristic development". One of the essential goals of such guideline is to"improve the teaching behaviors and encourage individual, cooperative and explorative learning methods"; to"develop students creativity and practice and promote their all-round and characteristic development through creating a learner-friendly curriculum circumstance". Nevertheless, when we look on our former performance in composition teaching, we'll have to admit that the current reality worries us deeply. We ask our students to write hundreds of compositions, only to make them lose interests in writing; we hope to implant the seeds of loving for Chinese, only to repel them from it; we always emphasize on the personality in the writing style, only to get more and more essays of the same pattern. The students'current writing skills are worrying.In view of this phenomenon, this thesis is about to explore an open pattern of Chinese writing teaching and demonstrate in two aspects: the theoretical thinking and the construction of the open pattern of Chinese writing teaching, with the intention to re-inspire students'interests, provide them the satisfaction in experiencing creative writing and stimulate their learning motivation.Based on personal exploration and practice in Chinese teaching, the writer focuses on the mutual effort from students and the teacher to construct an open pattern in Chinese writing, create an interesting writing atmosphere, and provide a variety of resources in students'benefit to inspire their creativity in writing meaningfully. Above all, the focus lies in setting up an open pattern targeting in all the students. Judging from students'current situation, we admit the difference in their abilities, and therefore we assign tasks of different levels to keep the better ones fulfilled and the less capable ones well taken care of. Second, we focus on the openness in the content of writing and encourage them to open up their mind to our daily life. Only in this way do we believe that the students can create a vivid, lively, and sincere writing, to make writing a part of their own life. Third, the emphasis is also put in the time and place of Chinese teaching to lead our mentoring focus out of the classroom into real life, such as writing online, forum theme discussion. This kind of writing activity can last as long as a week, to allow students more time to fully experience and hence develop more creative impulse to increase the easiness in writing. Fourth, we try to change the traditional writing in the writing books into the forms of diaries, letters, or contributions, to inspire the writing enthusiasm for them to develop invisible mental experience into substantial outcome. In this way the students can develop their own pleasure in creative writing. Last but not least, we focus on an opener evaluation system and change the traditional unilateral evaluation into an extensive one, and change the traditional teacher-authority evaluation to multi-evaluator system, such as self-determination, inter-students judgment, collective assessment, relay criticism, double evaluation, parental evaluation and so on..As for sure,any teaching activity can be lively and complex. Faced with each individual student, there might be various forms for the open-patterned teaching for Chinese writing. With this aim my thesis is intended to give an explorative demonstration.