Research On Composition Teaching Strategy In Senior High School Under The Background Of Chinese Core Accomplishment

The teaching and learning of writing in senior high school has always been a big problem for senior high school Chinese teachers and senior high school students.The core accomplishment of Chinese provides theoretical support for writing teaching in high school,which is closely related to writing teaching in high school.As is known to all,composition in high school is of great significance for students' Chinese scores.Therefore,in the daily teaching process,Chinese teachers should pay more attention to students' writing and the application of Chinese core literacy,guide their writing teaching and improve their writing ability.This paper is divided into five parts:Part one: the connotation of Chinese core accomplishment and its relationship with writing teaching in senior high school.On the basis of relevant theories,this paper defines the concept and components of Chinese core literacy,and makes its meaning clearer by analyzing the relationship between the four core literacy.This paper analyzes the relationship between writing teaching and Chinese core accomplishment in senior high school and emphasizes the close relationship between them.The second part: Investigation and analysis of writing teaching in high school under the background of Chinese core accomplishment.By interviewing and investigating some teachers and students in yantai no.1 middle school,we have a more intuitive understanding of the current situation of writing teaching in high school,which is helpful to explore the causes of problems in writing teaching in high school and provide a specific and targeted situation for how to effectively implement writing teaching.Part three: Writing teaching strategy in high school under the background of Chinese core accomplishment.Combined with the systematic analysis of the Chinese core accomplishment,this paper expounds the construction and application of the writing teaching process in high school,so that the Chinese core accomplishment can be truly applied to the writing teaching in high school,and the writing teaching ability of teachers and students can be continuously improved.The four Chinese core qualities are of great significance to the writing teaching in senior high school.This chapter,based on the problems in the writing teaching of senior high school analyzed in the previous chapter,proposes specific writing teaching implementation strategies under each accomplishment from the perspective of the four Chinese core qualities.Part four: writing teaching cases and evaluation in high school under the background of Chinese core accomplishment.Combined with specific classroom teaching examples,Chinese core literacy is implemented more concretely and intuitively in the writing teaching process of senior high school.Part five: conclusion.Combined with the research of this paper,the deficiency of the research is pointed out,and the direction of improvement is pointed out.The improvement of writing teaching ability in senior high school should be an important part of the professional development of every senior high school Chinese teacher.It is necessary to make continuous accumulation in theory and continuous innovation and breakthrough in practice,optimize writing teaching links,innovate writing teaching methods,effectively use the relevant theories of Chinese core literacy to improve students' language,thinking,aesthetic ability and cultural literacy in writing.This paper combines theoretical research with teaching practice,and according to the actual situation of senior high school Chinese writing teaching class,it analyzes and discusses the problems and reasons existing in senior high school Chinese writing teaching.On this basis,based on the core quality of Chinese,this paper puts forward the writing teaching strategies in language,thinking,aesthetics,culture and other aspects.