Research Of Chinese Experience Composition Teaching

The composition in junior middle school shows some characteristics,such as limitation in material selection,old-fashioned topics,false fabrication and so on at this stage.And it concentrates on lacking innovation and authenticity in emotions and contents.The primary cause of this phenomenon is that the content of Chinese composition teaching often loses touch with students' real life.Most of researchers and front-lines Chinese teachers have been searching for a new teaching method of composition—Chinese experience composition teaching in junior middle school.The core of Chinese experience composition teaching in junior middle school is" personal involvement",which has the characteristics of authenticity and innovation.This paper will adopt some methods of documentary analysis,case analysis theoretical summary analysis and model construction to analyze Chinese experience composition teaching in junior middle school from theory and practice.I pick three types of Chinese experience composition teaching in junior middle school,they are:thinking,process and creating.Combined with some classical teaching cases of Chinese teachers experience composition teaching in junior middle school,this paper will explore basic characteristics,implementation strategies and evaluation mechanisms from different types based on Chinese experience composition teaching in junior middle school.The thinking type of Chinese experience composition teaching in junior middle school focuses on students' thinking development.The core of process type of Chinese experience composition teaching in junior middle school is activities and situations and it encourages students to participate personally in the composition class teaching,focusing on students'sense of observation and experience of emotion in the Chinese class.The creating type of Chinese experience composition teaching in junior middle school focuses on students'expressions of language and literacy and study on how to students will turn achievement of class experience into expression of literacy.At last,with the case of composition teaching,this paper will have a rational analysis for Chinese experience composition teaching in junior middle school,then this paper will further find it has abundant meaning for teachers and students.From the perspective of the whole of classroom teaching,Chinese experience composition teaching in junior middle school can adapt to real composition teaching in the class.For the students,Chinese experience composition teaching in junior middle school can improve students'composition qualities.It also changes single teaching method of composition for teachers.However,Chinese experience composition teaching in junior middle school still exists some deficiencies and shortcomings,for example,experience perception and observation rises to the surface,thinking development is short of holistic consciousness and creating expression lacks independency.Based on this,I put forward three improvement strategies:to improve expressive autonomy of innovation with media;to build an experience system of effective classroom and around the theme to design an experience system of thinking under cooperation so that they can increase teaching achievements of Chinese experience composition teaching in junior middle school.Although there are many shortcomings to improve in the teaching of Chinese experience composition teaching in junior middle school at this stage,it still has rich meaning and value for Chinese teaching in junior middle school.So Chinese experience composition teaching in junior middle school should be practiced and applied extensively in the future and can constantly improve and develop in practice.