From The Composition Of High School Students To Strengthen The Chinese Basic Skills

This paper mainly adopts the method of investigation and interview to analyze this topic.Based on this,the distribution of Chinese basic skills in the composition of senior high school students is analyzed through statistics,and the root causes of Chinese basic skills of high school students are considered in combination with the theories of psychology,linguistics and pedagogy,so as to rationally explore how to improve the teaching methods of high school students' Chinese level by strengthening the Chinese basic skills of high school students.The thesis is divided into four parts.The first part is the introduction,first of all try to define to "Chinese basic",the second is for high school students of Chinese basic research status were reviewed,involving high school students,the study of Chinese basic problems and the research status of high school composition problem and research status of Chinese basic problem in high school composition,etc.In addition,we also discuss the significance and value of this research and the methods of research.The second part is about the school's Chinese composition teaching and the student composition to carry on the investigation and the investigation activity analysis;At the same time,by sorting out the composition of the high school students collected,the paper summarizes the types of the basic skills of the Chinese students in their composition and makes a brief analysis.These types include: lexical semantic nonstandard,rhetorical malpractice and logic confusion,non-standard writing and punctuation.The third part is to explore the root of the basic problem of Chinese students in high school,including four aspects: 1.2.Weak student foundation;3.Chinese teaching in high school no longer attaches importance to the basic learning and training of language and writing;4.There is a bias in composition teaching and training.The fourth part is on how to strengthen Chinese basic training countermeasures,including: 1,semantic vocabulary teaching strategies,(1)(2)improve the vocabulary teaching mechanism combining classroom vocabulary teaching;2.The strategy of rhetoric teaching,(1)set up the correct rhetoric view(2)make full use of textbooks and classroom(3)to combine with the reality of life;3,Chinese character writing teaching strategies,(1)improve the consciousness of teachers and the students' writing standards(2)with the university entrance exam composition grading standard for usual training teaching(3)put an end to write wrong character;4.Punctuation standard teaching strategies(1)emphasize the "reading and writing"(2)of punctuation marks to enhance the interest of learning punctuation.