A Study Of Guidance Strategies And Principles In Teaching Senior School Compositions

Aimed at solving some problems in teaching Senior School composition,this research was conducted based on senior students’ psychologicalcharacteristics and the High school English syllabus. In this study, ananalysis was made of both the necessity and the basic connotation ofeffective teaching in Senior School composition. According to suchtheories as Humanism, Learning Theory and Meta-cognitive Theory, theresearcher made a study of effective teaching in Senior School composition,and came up with some guidance strategies and principles of effectiveteaching of compositions in senior schools.The researcher made a survey and analysis of the present situation sofSenior School composition teaching, and found out the following problems.First, curriculum resources were not properly used, and the studentsfailed to gain an enjoyable and satisfied experience. Second, the studentsdidn’t form an effective learning mode of independent writing, and thereexisted some backward evaluation modes in the aspects of standard ormethods. Therefore, Senior School composition teaching has little effect,even no effect.This study focuses on guidance strategies and principles of teachingcompositions effectively in Senior School. Guidance strategies incomposition teaching effectively refer to the intrinsically proper trainof thought at a macro level, namely the three correlations: one betweencomposition and reading, another between composition and life and the lastbetween composition and development of thought. The three effectiveimplementation principles cover training, feasibility and encouragement.