The Study On The Experiential Composition Teaching Strategies In The Rural Junior Middle School

Composition teaching has always been a difficult problem for the Chinese teachers in the rural junior middle schools.It also has an great impact on the improvement of junior middle students' writing level.Based on the profound geographical and humanistic resources in rural areas,teachers should strengthen students' awareness of experience and guide them to pay attention to,approach and experience rural life,so as to open up a rich life.The purpose of this thesis is to explore the experiential composition teaching methods and strategies for teachers who are suitable for rural students,so as to provide a more scientific and efficient way to lead the composition teaching.In the first chapter,the author explains the connotation of the experiential composition teaching and discusses the significance of this teaching method to the rural Chinese teaching from three aspects.In the second chapter,the author makes an analysis on the interview with the rural teachers,which is about the understanding and the use of the experiential composition teaching.The analysis result shows that the rural teachers lack of advanced composition teaching ideas,the evaluation strategies on the experiential composition and the guidance of teachers' model writings.Moreover,the author makes a detailed analysis of the current situation of rural students' writing level through the questionnaire.Based on the result,the author points out the following problems: The students are not motivated enough to write,they are afraid of writing difficulties,they are lack of systematic writing instruction,writing materials,reading time,etc.In the third chapter,the author tries to find out the implementation strategies of the rural experiential composition teaching according to the students and teachers' problems.This chapter is the key part of this thesis.This chapter is divided into three parts,first of all,based on rural life,the author tries to develop experience resources from paying attention to social life,making use of campus life and grasping the characteristics of students.Secondly,according to the rural reality,the author creates students' emotional experiences through grasping the opportunities,using the media and imitation creation.Lastly,in order to improve students' experience,the multi-correction of composition includes the self-correction,student-student correction and theface-to-face correction between the teachers and students.The three parts focus on the characteristics of rural life and rural students,and take the experience as the guide to develop resources,create emotions and finish.Meanwhile,the author elaborates these strategies in detail with her own teaching practice and part of the students' exercises.In the fourth chapter,the author designs the experiential composition instructional teaching plan: Scene Description,which applies the experiential composition teaching implementation strategies to the teaching plan design and the classroom teaching.The thesis also analyses the reflection on the problems which appears in the teaching process,so as to optimize the guidance of the experiential composition.All in all,the practice of experiential composition teaching in rural areas has great significance and value.It is expected that the theoretical elaboration and strategy research in this thesis can provide theoretical and practical support and reference for rural junior middle school teachers in composition teaching.