Problems And Strategies Of Composition Teaching In Junior Middle School Of Theministry Of Education Edition

In modern life,the development of the Internet and the popularity of social software put forward higher requirements for individual writing ability.School education in China focuses on the cultivation of students’ writing ability.Usually,the writing training starts from the third grade of primary school to senior high school.If it is calculated by one class(two class hours)per week,there are more than 700 composition classes during the decade.During this period,teachers and students put a lot of energy,but from the perspective of students’ writing texts,although there are many excellent works,there are still a considerable proportion of the similar themes,empty content and other phenomena,more students’ writing practice skills are worrying.The importance of individual composition ability and the fact that composition teaching is not satisfactory have inspired many front-line teachers and relevant researchers to think and explore the current situation from multiple perspectives.In September 2016,the Ministry of Education edition for Chinese textbook in Grade seven was officially put into use.The composition teaching section of this textbook has a great adjustment.For example,refined declarative knowledge,new procedural knowledge.Changes in teaching materials will inevitably affect teaching.Therefore,this thesis intends to explore the solution of the targeted measures mainly based on the Ministry of Education edition for Chinese composition teaching contents and combined with the dilemma and reasons of classroom teaching of teacher,teacher to student thesis revises and others.For example,for the lack of planning of teaching,it is put forward the suggestions of closely following the teaching material sequence.In order to provide suggestions for teachers to implement effective composition teaching byuse teaching materials,different views are proposed to improve the current situation of composition teaching.In the introduction,the paper discusses the reason for the topic from the students’ writing ability,the importance of their cultivation and the problems in composition teaching.Then,briefly describe the current status,the research methods adopted and the highlights of teachers’ teaching task(the establishment of "special post" composition teachers).The main body of this paper is divided into four parts.The first part analyzes the related connotation of "composition" and "writing",and clarifies the research direction of the dilemma and strategy of the seventh-ninth grade composition teaching.The second part obtains the primary data of "teaching" and "learning" through questionnaire survey,classroom record and analysis of the teacher’s composition correction,and analyzes the collected data in detail.The third part: based on the information and data of the second part,it is observed that the dilemma of composition teaching has always been the “stubborn disease”.For example,teachers generally pay less attention to composition teaching,and new problems in the context of new textbooks,such as the deviation between teaching content and teaching materials.And the part discusses the reasons for its emergence may be due to the slow feedback of the composition teaching effect and the lack of teacher composition teaching literacy.The fourth part: based on the dilemma and reason of composition teaching,it is proposed to coordinate teaching design based on teaching materials.Accordingly,it is unable to pays attention to composition teaching for teachers’ teaching hard tasks.Therefore,the paper puts forward some suggestions for improvement,which include rationally assigning teaching tasks for Chinese teachers and setting up "special post" composition teachers.