Research On Gray Composition Of Middle School Students

In recent years, gray composition has appeared frequently in middle school students’Chinese examinations, which expresses the negative emotions and power. It is also true of thedaily composition training, which is becoming more and more popular. This phenomenon hasdrawn the attention of partial Chinese teachers, meanwhile, more and more linguists havebegun to focus on it to explore what on earth causes that.It is not difficult to find out that these gray compositions have problems in contents andconception when you seriously make a research on those compositions. Some express thedissatisfaction with the examination system; some against life trouble, some entailingunrespect and even contempt towards teachers, while some are about the concern and anxietyof some social problems. All in all, all kinds of social negative emotions can be found instudents’ compositions. Fortunately, part of these compositions boasts of specialty in languageexpressions. If given proper guidance and instruction, it is likely to turn to good ones. On thecontrary, if it is lacking in timely guidance, left developing freely, it will have a great effect oncomposition teaching and thus influencing Chinese teaching. What’s more, the spreading ofgray compositions will also bring bad influence on the whole middle school teaching, for theyinclude the negative emotions and ideas, where students’ sense of value and life will begreatly threatened if students are hung over in such atmosphere.Then what on earth causes this phenomenon? In some sense, improper examinationevaluation system, bad social surroundings, and unharmonious culture on the Internet areresponsible for such gray compositions. After all, they are merely the external influences.What is deeper in this phenomenon is that our current Chinese teaching ignores the cultivationof students’ emotion, attitude and sense of value, which derivate from the integration ofteaching of knowledge and teaching of morality.In Chinese curriculum standard of compulsory education, it is obviously brought forwardthat in Chinese study, we should cultivate students’ patriotism, collectivism, socialismmorality and healthy aesthetic taste, personality development, spirit of creation andcooperation, and make them gradually develop positive life attitude and correct sense ofworld outlook and sense of value. At the same time, when mentioned suggestions on writing evaluation, it is stated that the evaluation on writing should lay stress on students’ writinginterest and habits, encourage students to express their real feelings and emotions and creativeexpressions, and lead students to love life, close to nature and pay attention to society. What’smore, senior high school Chinese new curriculum standard mentioned in the basic ideology ofcurriculum design that we are supposed to emphasize cultivation of Chinese application,aesthetics and exploration so as to drive students’ balanced and specialized development.Senior high school Chinese curriculum ought to pay attention to enrich and develop students’emotions, make students be influenced by beauty, cultivate their aesthetic consciousness andtaste as well as aesthetic perception and creation ability.Therefore, in the future teaching of writing, we must pay special attention to the moraleducation function of composition teaching, guide students to build up a correct view ofsocial disharmony and network language by changing the image of Chinese teachers.Moreover, it is suggested to achieve moral teaching objective by multiple means, cultivatestudents’ healthy and positive emotion and value and integrate scientific literacy with noblemorality to train all-round developed talents.