| Today is the age of the knowledge economy, Today is the information highly developed era, competition between nations is talent competition. The society of21st century need innovative talents, and having a strong writing ability is a show of the student to have the innovation ability, but now the composition teaching of the junior middle school is not optimistic, and the composition teaching is difficult.It is difficult to write the composition for the student. The teacher passively teaches composition and the students passively to write a composition.As long as speaking about the writing, many teachers and students will have a headache, and in order to cope with the exam, many students take remembering, making up and a set of method, the composition is not the real reflection of a students’life and emotion, and is driving the away the fact. According to the survey, the junior middle school students tell us the phenomenon is very common. This phenomenon is very seriously harm, in relation to the cultivation of the students’innovative thinking, in relation to the formation of the students’good quality, in relation to national cultural heritage and carry forward. Many a line of teachers (especially the junior middle school teacher) was deeply worried about this phenomenon, because middle school is one of the foundation stage for writing, but they do not have a good method to intervene this phenomenon. Many teachers make punishment and composition scores as a method to intervene the student authenticity composition. Because there is the lacking of method and process about the composition teaching intervention strategies, so the effect of the intervention is not good. On the basis of previous studies information obtained from the Angle of junior high school students’composition information are insufficient or the ability to organize information. High school student composition tell the main causes of the phenomenon, In this, and the author try to study the authenticity composition teaching intervention of junior high school students based on from the perspective of information,study the intervention theory and strategies.In this paper,the author make junior high school students’authenticity composition teaching intervention as the research object, By the survey analysis about t the teachers’ understanding the current authenticity composition teaching intervention on the junior high school student and the situation about practical application. According to the survey, the author found the three problem about strategies of the current junior middle school writing teaching intervention:most teachers make punish and composition scores as the main way of authenticity intervening teaching;the ideal of inborn actors decide the ability of students’writing is widely spread. Based on this, the author decide to Study on the junior middle school students’authenticity composition teaching from the information.This article is divided into six parts, each part of the main contents are:Part I:Introduction, the mainly intervention study and reviewed case on the junior high school students’authenticity composition teaching, this study and the basic theory, research design, the research’significance.Part II:The present situations’survey about authenticity composition teaching intervention of high junior school students’. First the author take the way of random surveys on100teachers in six schools and get many representative idea, and second the author take the way on interviewed of the six teachers. At the same time, the author take the ways of listening others teachers’taking lessons. Obtaining the first-hand material, through the attribution analysis, this paper concludes that the most junior middle school teachers’scientific research consciousness is not strong.Part Ⅲ:The major part of the paper. Which is based on information from the perspective of junior high school students’authenticity composition teaching theory and strategy analysis. This part of the mainly from the following three aspects:the composition of the collection of information; Second, information processing; Three, junior high school students’composition information feedback.PartIV:The study of case practice according to the strategy. Practice content for selecting two obstacle students in the authenticity writing in junior middle school teaching as the intervention studying objector, including the certain effect and the arousing the students’interest in writing, etc.PartV:The discussion, mainly from the following several aspects discuss:The students’writing motivation influence of the authenticity intervention strategies based on information perspective; The students’composition writing teaching effect of authenticity intervention strategies based on the information for junior high school students; The study about the students’approval.Part VI:The conclusion.1. The composition teaching intervention effect obviously increasePractice has proved it. The authenticity composition teaching intervention from the view of information in junior high school students is obvious. The effect Using the method effect is better than traditional teaching method.2. The junior high school students’interest in writing had changedThe author make the students’writing process as a kind of information flowing circulation process, in each link is equipped with vivid case for the students to learn. Especially in the information feedback section, not only has the teacher feedback and but also has the others’feedback. The students in the information exchange won the joyful emotion experience and get a identity from the teacher or companion’s, students sense of achievement will be increased and self-efficacy also enhanced, and then also to strengthen the interest in writing.3. Students in the composition teaching participation improved.In this study, activity curriculums’setting has greatly improved the students’ participation and inspired the students’curiosity and enhanced the students’interest in writing. Using the method of information reduction makes writing painting, or music, and other close links, stimulating the students’interest. The enthusiasm of the students’ participation has deployed.4. The students’opinion to teachers’has changedTeachers’ability has showed in the information processing and writing composition, information feed backing, Their talents has displayed, The students’views on teacher has changed... |
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