The Research On Participatory Of Composition Correction In High School Chinese Instruction

Composition instruction is an important part of language instruction, It to improve the students’ language accomplishment, promote personality development of students have a positive impact. Today there are still many problems in composition correction instruction. Teachers think composition correction is their missions; it causes students the body misplaced and has a low degree of participation in composition correction. Essay marking single way, teacher evaluation become a mere formality, it is difficult for students to resonate, students and teachers lack of communication in composition correction. Composition correction is writing an important feedback loop, but now it becomes dispensable link under the academic stress, many students lack of knowledge of the system. Under pressure of college entrance examination, some students have utilitarian doctrine; they despise composition correction and lack of necessary reader’s awareness.Composition Correction in instruction, students are the real subject is the composition of the evaluator, the modified by themselves. Teachers are instruction leaders, teachers should gradually teach students self-assessment in the instruction reform, the initiative of the classroom to the students, so that students can gain the ability to change the composition of self-evaluation. This thesis combines the international advanced instruction method- participatory learning, according to "the ordinary high school language curriculum standard" proposed "people-oriented" instruction ideas, learn from Pedagogy, psychology, language Curriculum and Instruction Theory, put forward "The Research on Participatory of Composition Correction in High School Language ". We want to promote high school language teachers change composition correction policy and update their instruction philosophy, wake up consciousness of students in composition instruction evaluation and modification of links, so that students can learn in a natural relaxed ambience, with different learning styles, learning to experience the fun of writing and improve writing scores.This thesis is divided into three parts; the first part is the introduction. The second part is the main body, is divided into five chapters, the first chapter: high school language participation composition correction theoretical construction of instruction, the second chapter: high school language instruction participatory composition correction investigation and analysis, the third chapter: high school language composition correction participatory instruction strategies, the forth chapter: high school language participation composition correction instruction concrete practice operating method, the fifth chapter: reflection high school language instruction participatory composition correction problems. The third part is the conclusion.