A Study Of The "Published" Interactive Composition Correction Teaching Model In High School Chinese Teaching Of Weifang

For a long time, in high school the randomness and disordering of composition correctionteaching limit students’interest and improvement in writing, and this situation is notoptimistic. This paper begins with the investigation on the current situation of high schoolcomposition correction teaching in Weifang and relative research at home and abroad. Theauthor aims to find out deficiencies in the current high school composition correction teaching,and puts forward a new mode of high school composition correction teaching.According to the investigation, in the current high school composition correction teachingin Weifang there exist following problems: the lack of autonomously practice of students, thelack of intersubjective communication activities, the lack of audience awareness and interest,and teachers’ own shortcoming on writing and underestimating their students’ ability. In viewof this, the author took Weifang Binhai senior high school as the main research object, andin the teaching practice, the author managed to inspire students’ motivation and enthusiasm inwriting through interactive participation and multilayer publishing. And the author putsforward “published” interactive composition correction teaching mode to improve theeffectiveness of composition correction teaching, which has been proved in practice.The main research methods used in this paper are investigation method, comparative methodand documentary method. The paper is divided into four parts:Part One The background and the present research at home and abroad, the necessity andimportance of the reform of high school composition correction teaching for Chineseeducation.Part Two The investigation and analysis on the current situation of high school compositioncorrection teaching in Weifang, including investigation objective, investigation content,investigation process and results. Find out deficiencies in the current high school compositioncorrection teachingPart Three Explain the connotation, theoretical basis and implementation process of the“published” interactive composition correction teaching model in detail. Look for evidencefrom numerous educational theories, introduce the concrete operation process of this teachingmode and matters that need your attention, and stylize the experience summed up from theresearch to facilitate the replication. Part Four Introduce the significance of the“published”interactive composition correctionteaching mode. The data proves that the teaching mode played a positive role in the students’interest in writing and reading, composition level, language achievement and mental healthdevelopment.