The Application Of Gestalt Psychology In High School Composition Teaching

Composition teaching has always been an important part of Chinese teaching in senior high schools in China.Senior high school students writing good compositions is not only helpful to improve students' Chinese literacy,but also of great significance to students' lifelong development.As a widely concerned issue,the research of composition teaching in senior high school has attracted the attention of many experts,scholars and front-line teachers.There are many studies in this field,but the inefficiency of composition teaching still exists.When I read the materials,I found that the existing research mainly focused on the exploration of writing techniques,and there were relatively few studies from the perspective of students' writing psychology.Gestalt psychology,with holism as its theoretical support,is widely used in literary and artistic criticism,and many studies have applied it to the study of Chinese teaching.However,most of them focus on reading teaching,while fewer studies involve high school composition teaching.Gestalt psychology's "holistic theory","cloze pressure theory" and "mind-object isomorphism theory" have a strong correlation with composition writing,which has certain guiding significance for writing teaching.The author tries to study and explore from the perspective of Gestalt Psychology in order to provide some useful references for composition teaching in senior high school.This paper mainly studies from the following aspects:The first chapter is the introduction part.It collates the research literature of applying psychology to composition teaching in senior high school and Gestalt psychology to composition teaching in senior high school.It analyses the scope of existing research and the strengths and weaknesses of the research,and finds the breakthrough point of this research.The second chapter is an overview of the theory of Gestalt psychology,including the connotation of Gestalt,as well as the "holistic principle","cloze pressure principle" and "heart-object isomorphism principle",and gives a list of the three theories to explain in order to understand.Chapter three elaborates the characteristics of composition teaching,and proceeds from the current problems in composition teaching in senior high schools,and then analyses the fit points of "holistic theory","cloze pressure theory" and "mind-object isomorphism theory" with composition teaching in senior high schools and composition writing.The fourth chapter is about the specific application strategies of the three main theories of Gestalt Psychology in senior high school composition teaching.Firstly,"holistic theory" is applied to students' overall conception before writing,the unity of emotion and language style in the process of writing,and the strategy of overall revision after writing;secondly,"Gestalt Pressure Theory" is applied to stimulate students' writing interest,prevent the composition from leaving the topic and increase the artistic charm of the article;finally,from the perspective of "mind-object isomorphism theory" to discuss how to increase students' writing interest.The importance of social life experience and strategies to help students extract their unique experience into individualized writing materials.The conclusion part summarizes the advantages of applying Gestalt Psychology to senior high school composition teaching,and reflects on the subtle differences between Gestalt Psychology and Chinese traditional aesthetics,reminding teachers to have a clear understanding and correct grasp of these differences when applying the theory.