Research On Current Situation Of Chinese Composition Teaching Of Korean Junior High School In Tonghua Area

Composition is a course which can cultivate students’Chinese comprehensive quality and improve students’writing levels. It is also a course which can show one’s comprehensive application of Chinese knowledge. Nowadays in talents competition, writing ability is one of requirements which can value one’s comprehensive quality. Teaching competition is one important in Chinese education, and it is also considered as a course which is hard for both teachers and students. Moreover, it is the same situation with the students from minority ethnic groups whose Chinese is not their first language.This thesis is based on the research of Korean-Chinese middle school in Tonghua area. In order to find out good methods for Chinese composition teaching and training in Korean-Chinese middle schools, the author observes and studies lessons, and finds and analyzes problems they have. This thesis includes six parts:Chapter one is introduction. It mainly introduces purposes and significance of the thesis, and also analyzes the research status of the topic which can help to make further study based on the present research. Moreover, it also shows the research method of the thesis.Chapter two introduce the theoretical basis of Chinese composition teaching in Korean-Chinese middle school. The theoretical basis of the thesis is mainly based on theories of contemporary grammatology, learning transformation theories, The Chinese Teaching Outline of Minority Ethnic Groups in Full-Time Elementary and Middle Schools and Curriculum Standards of Chinese for Minority Ethnic Groups in Full-Time Elementary and Middle Schools.Chapter three analyzes results of surveys for Chinese composition teaching in Korean-Chinese middle school. By researching, the author finds some phenomena: from the aspect of teachers, the ages of Chinese teachers in Tonghua areas are older, most of them are in their middle ages, and their teaching level needs to improve. Most of the teachers don’t have clear teaching targets in their Chinese composition lessons. In the three-dimensional teaching targets, most of the teachers hold that the target of knowledge, skills, attitudes, feeling and value are more important than writing processes and methods.Moreover, most of the composition teaching is lacking of planning, and Chinese composition teaching is with randomness. The contents of Chinese composition teachings are mainly based on textbooks, teaching methods are simple. What’s more, the evaluating method is also simple, which does not let students to take part in evaluating actively and initiatively; from the aspect of students, students carry less interest on Chinese composition and even fear it. Most of the students’ Chinese is not very good, their Chinese is very simple, their sentences patterns are monitories, the materials they use in their novels are out of fashion, and there are even grammatical problems in some students’sentences. No matter at school or after school, students are lacking of enough guides for their studying methods, and students are lacking of initiatives and independence.Chapter four analyzes the problems and reasons of Chinese composition in Korean-Chinese middle schools. From the aspects of teachers, they do not put Chinese composition as an important place, the contents of Chinese composition teaching are lacking of grad ability, their teaching methods are lacking of creativity, the evaluation of Chinese composition of lack of diversity. From the aspects of students, they are influenced by Korean languages, and their methods for learning Chinese are not correct; they are lacking of reading enough Chinese materials and life experience.Chapter five gives the suggestions for Chinese composition teaching in Korean-Chinese middle school. From the aspects of teachers, they are supposed to make clear teaching goals, renew their teaching ideas to Chinese composition teaching, study the features of their students, plan their lesson plans, improve teaching methods of Chinese composition class, and improve the evaluation of Chinese composition. From the aspects of students, they need to put Chinese composition to an important place, cultivate their writing habits, enrich their knowledge and improve their learning methods. Meanwhile, they need to read more Chinese books and enrich their life experience.The last chapter is the conclusion part.