A Study On The Teaching Of Chinese Composition In Junior High Schools From The Perspective Of Language Ontology

The title of this paper is "the study of Chinese composition teaching in junior high school from the perspective of language ontology".It uses interdisciplinary research methods,especially the research methods of modern philosophy of language and Marxist practice ontology,to study the thinking mode of "language tool theory" in Chinese composition teaching in junior high school.According to modern linguistics,human language generally has two basic functions: one is communicative function,the other is aesthetic function.The former regards language as a tool of human thinking,which is the feature of daily language;the latter pays attention to the creativity of language itself,which is the feature of literary language.The so-called linguistic instrumentalism means that language is just a tool,medium and carrier.Its function lies in passively reflecting the "content" of life and emotion.Content has priority,and language as a form is determined by content.The so-called language ontology holds that everything and the writer's thoughts and feelings are determined,shaped and achieved by language.It's not people talking,it's people talking.It's not writers who write novels,it's fiction writers.It is not man who creates beauty,but man who creates it according to the scale and law of beauty.Thus beauty defines man.Compared with the daily language,literary language pays more attention to the expression of language itself,and aesthetic function is the first element above the communicative function.In the view of language ontology,the essence of literature is not to reflect real life in any way,but to construct a new aesthetic world in any skill or language.Based on the above understanding,we think that the current problems in junior middle school Chinese composition teaching are mainly the thinking mode of language tool theory and its influence,so it is necessary to introduce the thought of language ontology to improve it.This paper is divided into three parts:The first part is to raise questions.For a long time,the problems in Chinese composition teaching in junior middle school are as follows: first,under the thinking mode of language instrumentalism,teachers regard composition as the reflection and record of life,so as to fail to show the essential difference between Chinese text and historical text;second,under the thinking mode of language instrumentalism,teachers fail to distinguish between applied style and original literary style,so as to produce the record Narration,argumentation and expository text are opposite to poetry,prose,novel and script.Thirdly,under the thinking mode of language tool theory,the setting of composition theme is too ideological,which seriously limits the imagination of students.Fourthly,reading teaching and writing teaching are separated,and teachers fail to extract the creation method of literary classics,so as to transform it into their own Writing ability.The second part analyzes the problems.The reasons are as follows: first,the structure of teachers' knowledge needs to be updated;second,teachers themselves neglect literary creation;third,teachers' thinking has a closed dogma;fourth,teachers' literary appreciation ability needs to be improved.The third part is to solve the problem.The solutions are as follows: first,to establish the teaching thinking mode of language ontology;second,to explore new writing style in combination with the characteristics of students;third,to carry out an unprincipled criticism of composition writing and lead students back to the world of life;fourth,to combine reading and writing to refine and transform the creation methods of literary classics into students' own writing ability.