A Study Of Integrating "Hot Social Spots" Curriculum Resource Into The Composition Teaching In High School

In the final analysis, the competitions in the 21st century are the talent competition and the comprehensive quality competition.Due to the characteristics of function and humanism, Chinese subject has unshirkable responsibility to improve students’national quality. Composition, as an important part of Chinese subject, should shoulder the responsibility of cultivating students’ humanistic quality. But in recent years, the problems exposed in the compositions of the College Entrance Examination are shallow conception, empty content, the form of "eight part essay", lax logic, material shortage, poor vocabulary, backward thoughts, similar content and soon.This thesis will focus on the most important three aspects "material shortage", " lax logic" and "backward thoughts".Basing on the background of new curriculum reform, this thesis will start from an important concern of life,the "social hot spots" curriculum resources, and combine with the following ways to explore a new effective way of composition teaching which can meet the demand of modern social development:study more writing theories about "life writing", pay more attention to the latest scientific research of "high school composition" and combine with the author’s personal practice.This thesis includes three parts. Basing on the previous studies, the first part firstly focus on "social hot spots", an curriculum resource available at anytime, and analyze the teaching problems in composition, finding out that one of the main reasons is that some students ignore the perception, the understanding, the comprehension and the criticism in social life.The second part analyzes the necessity of bringing "social hot spots" curriculum resource into the composition teaching in high school in details, which is an important measure to follow the rules of composition teaching, carry out curriculum standards and conform to the new trend of the compositions of the College Entrance Examination.Basing on the present situation of composition teaching, the third part tries to analyze something about the teachers’attitudes and the teaching methods about the measure of bringing "social hot spots" curriculum resource into the composition teaching by having the interviews and the the questionnaires, whose results show that many teachers have superficial consciousness about this measure, lacking self-consciousness, initiative and continuity, leading to temporary teaching. For this measure, many a teacher goes his/her own way, which causes many problems because of non-systematic behaviors.The fourth part tries to demonstrate the feasibility of bringing "social hot spots" curriculum resource into the composition teaching from four aspects:Tao Xingzhi’s exploration, Cao Yongjun teacher’s practice case, modern scientific development level and the acceptance of students. According to the above analysis, two practical ways were put forward in the fifth part: the first way is to use theme module teaching to help students accumulate knowledge; the second way is to use different forms for training,such as speech,elective course and so on. Through these ways,we can solve students confusion in effective ways from the accumulation of material to the training of the thinking and emotions influence, and enable students to have words to write, have rules to follow and have feelings to express, building an open and dynamic Chinese curriculum.This thesis is trying to bring "social hot spots" curriculum resource into the composition teaching in high school, hoping to find a win-win way between examination and quality and provide a new thinking and reference for the current situation of composition teaching.