| In the context of the reform of language composition teaching in China,the reform of teaching material composition in junior high school has attracted the attention of scholars and many front-line language teachers.However,the constraints of traditional methods of material writing and teaching concepts,coupled with the lack of a set of mature theoretical guidance,make the current secondary language material writing still in the stage of exploration.The current situation of material composition teaching is: on the one hand,the development of material composition teaching methods,material composition teaching concepts are emerging,and theoretical research on material composition teaching has shown an unprecedented prosperity;on the other hand,language teachers who are at the front line do not know how to better teach material composition.The overall writing level of junior high school students’ material essays is not high in character.Faced with this series of problems,many experts,scholars and front-line teachers have conducted in-depth discussions and studies in an attempt to come up with a comprehensive solution.However,most scholars currently focus on a particular part of textbook writing and have not established a complete theoretical system,which poses difficulties for the teaching of material composition.This paper analyses the problems of material composition from the following three aspects: firstly,the teaching content of junior high school material composition cannot be well integrated with students’ real life;secondly,the teaching objectives of junior high school material composition do not match the quality training objectives of junior high school students;thirdly,the teaching of junior high school material composition does not take into account the specific psychological characteristics of junior high school students.The results of the survey show that most language teachers have the inherent notion that junior high school students should focus on narrative writing,while material essays are simply passed over.Even when writing is required,it is taught as a’last resort’.The attitude of junior language teachers in teaching material composition has a direct impact on the attitude of junior students towards writing material composition and their writing level.On the other hand,as the main subject of material composition learning,junior high school students lack the ability to learn independently,coupled with the special stage of junior high school students’ physiology and psychology,resulting in the limitations of their own experience and the poverty of the spiritual world,resulting in a serious lack of writing materials.Middle school language teachers and middle school students have not paid enough attention to the teaching and writing of textbook essays,resulting in the plight of middle school students who cannot write material essays and cannot write.The peculiarities of students’ physiological and psychological age,coupled with the overly rigid way in which the teaching materials are taught,lead to students’ inability and reluctance to speak their true minds in material composition,mainly because of their low level of language expression and,secondly,their lack of writing skills,and because they do not play a good role as a language teacher in guiding them.The root cause of these problems lies in the teaching of writing material essays.This paper investigates and studies the current situation of writing material essays with junior high school students and teachers in the West Campus of Binzhou Experimental School.It also investigates and analyses the problems that exist in the teaching of material essays in this school and puts forward corresponding countermeasures and suggestions for the current situation of writing material essays in language and the problems encountered by teachers in the classroom.This paper aims to provide some rough references for the majority of experts and scholars engaged in writing teaching and teachers engaged in front-line teaching work. |
PDF Full Text Request