Research On Cohesive Teaching Of Composition In Grade Six And Grade Seven

As an important standard to measure Chinese comprehensive quality,writing ability has attracted the most attention in the discipline of Chinese.Writing ability is a joint result of language ability and ideation. Therefore, thewriting goal is based on the students’ ideation characteristic of different stage.Attaching importance to documentary capability, Primary school prefers tonarrative writing and imaginative writing, because they accord with thedevelopment of thinking in images. While in junior middle schools, students arerequired to finish a higher level of narrative and practical writing. In order toemphasize on logical thinking, Chinese teachers tries their best to transformchildren into a person with independently thought and an open mind.In compulsory education stage, the junior middle school and primaryschool are closed linked by grade six and grade seven. During this period,language skills and thinking ability have been developing at a high rate ofspeed. The main mode of thinking of students shifts from concrete thought toabstract thought. Composition teaching should take full advantage of therelationship between language and thinking to ensure a successful transitionof writing.Due to the differences in composition teaching goals and methods, manynew students in the seventh grade find their writing scores declining. Currentlymost of the related researches explore the convergence of strategies in a widerange of Chinese education, or only analyze from the primary or juniorsecondary school. So these studies lack pertinence and systematicness.Designed to improve the phenomenon of disjointed writing teaching, theresearch object of this thesis is cohesion of composition teaching in sixth andseventh grade, and the breakthrough of the study is the relationship betweenthinking training and language development. The new Chinese course standard issued in2011, philosophicalsystematology and educational psychology are the bases of this study. Bydefining scientific connotation of cohesive composition teaching, it discussesthe necessity and feasibility. Through comparative analysis, questionnaireinvestigation and interview survey method, from two perspectives of teachersand students, we find that there are significant differences between six andseven grade teacher of Chinese in the composition teaching target, teachingmethods, evaluation standard and methods. Besides, lots of primary andsecondary school teachers lack the consciousness of teaching compositionconvergence at the same time. These are all lead to falling scores. In view ofthe current cohesive situation and the cause of the bad cohesion, this paperputs forward the strategy and advice of composition teachingcohesion,]including the propositional forms, the teaching content, the guidingprinciples, methods and standards of evaluation, the combination of writingteaching and other teaching content. In a word, the ultimate objective is toachieve the steady transition and development of language and thinking incommon.