Junior Middle School Chinese Composition Teaching Situation Analysis And Solution

“Composition teaching is harder than climbing to the climax of sky" it dose not at all exaggerate when applying this saying to real situation---Chinese composition lessons in junior middle school. Composition teaching has always been not only a core, but also a crux in the new curriculum reform of Chinese teaching. Although ceaselessly various versions of solutions to this problem pops out from teachers, none of them is effectual and effective. Composition teaching in junior middle school is still struggling in a delimma. Based on the data collected from a questionnaire for teachers and students from several ordinary junior high school in Guiyang city, this dissertation dose some analysis in view of the predicament current composition teaching encounters, several solutions, applicable in writer’s opinion, being offered.This dissertation is divided into three sections: the introduction section expounds the background of this paper, the research status and research significance and singularity, and the major problem awaiting solving. Body part is divided into six chapters: the first chapter is the analysis of the composition teaching plight of some specific junior middle schools in Guiyang. The author first analyze the results of Guiyang 21 middle school in the adaptive test in the high school entrance exam and the Chinese scores of several middle school in the high school entrance, and then flesh out the general predicament of Guiyang 21 middle school reflected from problems in students workbooks and teaching process. The second chapter is the analysis of factors leading to the difficulties in composition teaching. The factors is analyzed in perspective of objectivity and subjectivity, using dozens of graphs to demonstrate the survey results objectively. The third chapter explores the theoretical basis for junior high school composition teaching to get out of the woods. The relevant content of the situation teaching theory, the experience teaching theory and inquiry teaching method are respectively stated. Author suggest take the “three teaching methods” as basis ideation for teaching, in which those three teaching methods are comprehensively utilized, regarding inquiry teaching method as principle, situation teaching theory and the experience teaching theory as subsidiary. Chapter 4 discusses the practice research of junior high school composition getting out of delimma. The author demonstrate the teaching effect of three teaching methods by presenting three examples of classes written by the author since teaching. The fifth chapter providers some suggestions to solve the junior middle school composition teaching difficulties. The author put forward several suggestions, microscopically or macroscopically, hoping to help solve some of the difficulties existing Chinese teaching in the junior middle school. The sixth chapter put forward confusion and thinking still existing in research to pave the way for the future in-depth study. The author puts forward some key problems the study intends to solve as following: 1. To find the reason why a vast majority of teachers and students regard composition teaching as a dislikable activity. 2. To find effective solution aiming at the reason, releasing the repulsion and fear of students or teachers towards composition, no matter for studying or for teaching. 3. in the process of research, hope to transform author’s own composition method from scattered, empirical segments to systematical and theoretical teaching system. 4. Call for education departments to organize experts to write separate composition teaching materials, to teach writing as a separate class separated from the Chinese class, to let the full-time teachers teach this course specifically, just like writing class has a separate writing professor. 5. Calls for the local department of education to work out a more balanced and fair standards for composition scoring in senior high school entrance examination, so that the judgment of students’ performance have something to measure against, as a result the assessment of composition becomes refined and objective.The last is the conclusion of this article, on the basis of practical investigation., the article do its best to substantially illustrates some successful teaching experience as reference for research and counterpart to study.