Research On The Teaching Strategy Of "speculative Composition" Writing In Senior High Schools From The Perspective Of Post-modern Curriculum View

With the introduction of the new curriculum reform,Chinese teaching highlights the cultivation of students' humanistic feelings,and the teaching pays more attention to the purpose of education.In the writing teaching aspect concrete performance is,from the previous accepting composition teaching to the functional composition teaching.That is to strengthen the ability conception,and advocate students to use their own personalized understanding to fill the blank of certain materials.This flexible setting of training objectives requires students to "return to rationality and attach importance to critical thinking" in writing,which is an active exploration based on students' writing learning needs and lifelong character development requirements,and has extremely important value and significance in cultivating students' rational thinking ability.Based on this,this study intends to take Dole's post-modern curriculum view as the theoretical threshold to study the practical approach to the writing teaching of "critical composition" in senior high school Chinese,with the purpose of cultivating students' ability of critical argumentation and reasoning.The introduction of this paper focuses on three parts: research background,purpose and value,literature review and research methods.The theoretical background of this paper is the theory of multiple intelligences,the development of core literacy of Chinese students and the development requirements of constructivism.Based on the "4R" design standard of modern curriculum outlook,the writing teaching strategy of "critical composition" is innovated,which includes both theoretical research value and practical research value.After that,the research status of critical composition,postmodern curriculum view and argumentative writing teaching is analyzed and elaborated.Finally,the research method of this paper is introduced.Except for the introduction and the conclusion,the paper is divided into three parts.The first part is the concept definition and theoretical basis.Firstly,the core concepts of this paper,namely postmodern curriculum concept and "critical composition",are defined,and then the theories supporting this paper are analyzed and elaborated.The second part is about the problems and attribution in the teaching of "critical composition" in senior high school.By analyzing and observing classroom cases and questionnaires,this chapter concludes that there are problems in the current writing teaching of "critical composition",such as teachers' "teaching" and students' "learning".From the deep point of view,it is caused by teachers' unclear positioning of teaching content and the limitation of students' own thinking development.The third part is the teaching strategy of "critical composition" in high school fromthe perspective of postmodern curriculum.It includes two parts.The first part elaborates on the basis of the teaching strategy of "critical composition" in senior high school from the two aspects of practical basis and theoretical basis.In the second part,aiming at the problems in the teaching of "critical composition" in senior high school,Based on the basic content of writing training,the "4R" curriculum design standard of modern curriculum outlook,namely richness,relevance,regression and rigor,is used as the dimension of strategy formulation.The teaching guidance strategy is proposed from three aspects,namely,the extraction of writing materials,the demonstration of writing process and the post-writing evaluation of "critical composition".Among them,the first part provides the basis for the strategy of the second part.In the part of "develop-discard" and "dialogue",the second part reflects on the relevance of postmodern curriculum outlook in the writing implementation process of ordinary high school education in China,and innovates the writing teaching strategy of "critical composition".In a word,Dole's post-modern curriculum viewpoints provides a new teaching perspective and thinking mode for the writing teaching of "critical composition".We should draw useful inspirations from it,combine theory with practice,and develop writing teaching strategies that can really improve students' critical thinking.