A Probe Into Strategies For Composition Teaching In Senior High Directed By Student-oriented Idea

Composition teaching in senior high school is supposed to benefit the students for life long. It should be an effective way to improve students’ comprehensive ability rather than only to cultivate students with high marks but low ability. Composition teaching in senior high school has largely led to the myth of pattern teaching. Students have fallen into the evident exam-oriented style in their writing. The test form, the in-class interpretation, the training and the writing style are all fixed and unchangeable. Students conceive in a stylized way, limited by a time and space. That is largely due to the lack of subjectivity. Teachers are commonly in need of the student-dominated idea, which has resulted in ignorance or over interference in teaching, thus causing the dislocation of roles of teachers and students.This thesis is theoretically based on Pedagogy of Chinese Teaching, Philosophy of teaching, and Educational Psychology. It establishes the dominant position of the students, through studying and investigating the present situation of composition teaching in the senior high. This thesis studies the development of the dominant in their writing from the perspectives of pedagogic and psychology. It has a good command of the dominant’s writing power, through combining both their inner and outer factors. This thesis is to direct the writing throughout the whole writing process-the prophase, the mid-term and the late stage. The direction conforms to students’ learning and growth and creates a cooperative and student-dominated atmosphere. Through some practical and concrete experiences and sentiment-style learning, it tries to make a big difference to their personality development and perfection. It also cultivates creative mind and spirit. This thesis is to improve the students’ growing up and succeeding accompanied with writing compositions.The whole thesis consists of there parts.Part I covers the connotation of the student-dominated idea and its guidance to composition teaching. Part I, first of all, interprets the connotation of the student-dominated idea, starting with the student domination. It interprets the related connotation through three perspectives i.e. respect, release and cultivating objectives. Secondly, it clarifies the theoretical station of the idea. Lastly, it clarifies the idea’s the instructive value and significance in composition teaching.Part II interprets the lack of the student-dominated idea in the composition teaching in senior high school and analyses the cause. It analyses problems in the writing dominant and the teaching. It probes into the cause of lack according to the present condition of composition teaching in junior high. It points out the drawbacks in the exam-oriented teaching pattern.Part III deals with the teaching strategies with the guidance of the student-dominated theory. This part carries out the theory thoroughly. It focuses on the positioning of the dominating role, knowing of the writing psychology, cultivating of the teaching habits and quality. It treats writing in senior high school as a complicated and systematic project. It develops practical and concrete teaching strategies for proposition, test, assessment and other aspects.