Research On The Optimization Strategy Of Junior High School Composition Correction Methods

The Chinese curriculum standard for compulsory education(2011 Edition)puts forward in the curriculum objectives and contents that the students in the fourth learning stage(grade 7-9)should be able to "modify their compositions according to the needs of expression,with the help of language sense and Chinese common sense,so as to achieve the smooth flow of words.Be able to exchange writing experience with others,and evaluate each other’s compositions,so as to share feelings and opinions."①This not only clearly points out the importance of revision in improving students’ writing ability,but also puts forward the requirements for students to learn to revise their own compositions and to learn to evaluate each other’s compositions with their classmates,so as to jointly promote the progress of writing ability,learn to cooperate and share,acquire new insights and gain new cognition.However,in the practice of front-line teaching,teachers often suffer a lot in composition correction.The traditional form of correction can no longer meet the requirements of various learning situations in the current teaching situation,and the new way of correction in practice is not uncommon.Therefore,how to optimize the way of composition correction in junior high school,break the teaching dilemma,make composition correction play its original educational effect,has become the focus of current Chinese composition correction research.This paper,combined with its own exploration in teaching practice,attempts to adhere to the scientific concept of correction,optimize the traditional way of correction,and put forward the application strategy of composition correction which is suitable for learning situation.It is hoped that it can help teachers’ correcting practice,improve correcting efficiency,and play a positive role in improving students’ writing quality.The introduction part introduces the origin,significance,summary and methods of the research.The main body is divided into the following three chapters:The first chapter analyzes the related concepts and theoretical basis of junior high school composition correction.The related concepts are composition teaching,composition correction,composition correction method and composition evaluation concept.On the basis of theory,this paper discusses from the perspectives of constructivism learning theory,behaviorism learning theory and dialogue teaching theory,which lays a scientific foundation for the follow-up study of this paper.The second chapter is the author’s investigation and analysis of the current situation and the causes of the problems.Through the data analysis of students’ and teachers’ questionnaires,this paper finds out the problems existing in the current composition correction methods,and analyzes the causes of these teaching dilemmas,including:the correction attaches importance to teachers’ authority,neglects students’subject consciousness,pays too much attention to writing results,neglects post writing modification feedback,unifies the correction objectives,and lacks hierarchical guidance.The third chapter is based on the analysis and summary of the above theoretical basis and investigation status,aiming at the advantages and disadvantages of traditional composition correction methods,combined with the teaching case study,put forward the optimization strategy of composition correction methods in junior high school.It includes demonstration correction,from point to face;reading and writing combined correction,mutual learning;feedback self-approval,step by step;personalized correction,across the recent development zone.