The Study On "Normalization" Of Composition Teaching In Junior High School

Composition teaching is critical in Chinese teaching.Starting from the status of students' writing in junior high school that examples of confusing logic,barren content,ambiguous style and fixed pattern abound,and ending in the purpose of bringing composition teaching back to nature and improving composition teaching,the study mainly employs documentation methods,exemplification methods and induction methods to analyze the reasons for non-normalization of composition teaching in junior high school.The reasons include an incomplete teaching system for writing,disconnection between reading and writing,a blind pursuit for “advanced,magnificent and comprehensive”,and negative influence of exam-oriented teaching.On the basis of such reasons,the study probes into practicability of “normalization” of composition teaching.“Normalization” of composition teaching should at first be familiar with students' psychological characteristics in writing: disinterest,fear,introversion and loss.Then,it requires that selection of materials should be open,target setting should be rational and teachers' feedback should be highlighted,which entails self-examination from students' writing.Finally,the study proposes two strides for “normalization” of composition teaching in junior high school.The first one aims to expect presentable articles from students and the second one aims for decent articles from students.Overall,the study on “normalization” of composition teaching in junior high school is designed to improve students' writing ability.