Study Of Junior Middle School Composition Teaching System Under The Background Of New Curriculum Standard

Composition teaching is an important content of Chinese teaching. Although there are writing and oral communication comprehensive tasks in each unit in the textbooks, but during the process of the teaching, it’s not easy to deal with these tasks. In real teaching process, some teachers abandon "oral communication" and "comprehensive study", they only get into the last step "writing" instead of the composition training. Sometimes they do not consider offering proper writing training according to the content of the lesson in the composition classes. Some teachers even give out one title of a composition without providing the students with writing guide. At the same time, because of the lack of composition writing teaching sequence, the majority of language teachers only operate the tasks in their own ways. Some teachers only focus on the entrance examination of senior high school and let the students begin to write the compositions adopting the titles from these papers since Grade Seven. And some teachers will find a topic casually to assign the students to write. And some teachers just let students write essays without a purpose instead of sequential composition training. All in all, there are so many incorrect ways in the composition teaching. These random, unplanned, isolated composition training put it far away to achieve the new goal of current teaching requirements. And it is impossible to combine reading and writing well. And it certainly can’t lead students up to the extra-curricular extension. We can easily imagine the result of the ineffectiveness of the teaching. Therefore, in view of this situation, the exploration to guide the new curriculum of junior middle school and the focus of writing training are particularly important to improve the students’writing quality.This dissertation tries to change the long-standing current situation of "composition teaching disorder", build a macro, scientific writing system of composition teaching in junior middle school under the guidance of new curriculum standard. Through in-depth study and exploration on the new curriculum standard, the writer expounds the meaning and purpose of writing system of junior middle school students. According to the requirements of new curriculum, the arrangement of textbook unit and the principle of combinating of reading and writing, we combine the system theory and writing organically, train and guide the composition teaching practice in the view of system. According to the different characteristics of these sequences, we determine the training scheme of each sequence. Based on the practice, we summarize the effective methods and ways to cultivate the writing ability of junior middle school students. We hope that the writing teaching sequence of junior high school can make students form complete and systematic writing ability, and the results of this study can be used for the more junior middle school teachers, in order to improve the quality and level of composition teaching in middle school.This paper is divided into four parts:the first part is the introduction part, through analysising the research background of junior middle school composition systematic teaching, we put forward the purpose and significance of this study, and collected and reviewed the related literatures, introduce the definition of composition systematic teaching, the characteristics and theoretical basis of composition systematic teaching. The second part is the investigation and analysis on the present situation of junior high school composition teaching, through the questionnaire survey we collect100copies of junior high school students questionnaire,and the interview collection of20junior high school Chinese teacher views on the current situation of the composition. Questionnaire survey and interview records can reflect the comprehensive practical situation of junior middle school composition teaching at present and find out the existing problems in the training of the junior middle school teaching. The third part is the in-depth analysis on the junior high school composition teaching training. In the writer’s opinion, these problems show in the aspects of the randomness, pattern, closure and oneness in the composition teaching. And they are against the development of the systematic composition teaching. The fourth part is the comprehensive study of how to carry out the composition systematic teaching and writing strategies in junior middle school, including the construction of target strategy of junior middle school composition system, the implementating requirements and the concrete method strategies of junior middle school composition system and the perception of practical strategies of junior middle school composition system.