Comparative Study Of Chinese And American Composition Teaching In Middle School

Language and thoughts are the most essential tool for study, expressing views isinseparable from the interaction of language and thoughts. While writing is the bestway to make both of them perfect together. Writing is not only the way to expressoneself, paying attention to the social, communication, and also can cultivate students’local thinking, imagination, reflect one person’s humanities accomplishment. Writingability decides how’s Chinese teaching in some way, so writing teaching occupies avery important way in most countries.However, nowadays both students and teachers feel composition pretty hard,students feel noting to write, only to fabricate; teachers are anxious for success,however ineffective. Compositions with false, empty, lack of one’s real feelings existwidely. New standard carries out vitality, the new concept of teaching writing is alsogradually advocate, but the exam-oriented education influent deeply, the pace ofreform is very slow.Therefore, why not learn other peoples’ successful experience, through acomparative studying, make our composition reform better and quicker. ReadingAmerica composition teaching,“the writers studio training method”,“pragmatism ofcomposition teaching approach”,“paying attention to reader consciousness”,”payattention to cyber source development”, all of them are worthwhile to learn. Since2000, research on America composition teaching is growing. However, most of themare doing one certain aspects, lacking systematic, diversity.The article carries on four different aspects, such as:composition teaching goal,teaching process and method, evaluation standard and teaching materials. And thenanalysis the reasons of the differences, and also the enlightenment to our country.Hoping to provide some theories to teachers who works in the middle high school.