Research On The Problems And Countermeasures Of Lack Of True Feeling Experience In Composition Teaching In Junior Middle School ——A Case Study Of Wanzhou Middleschool In Chongqing

Writing is a way for students to have a dialogue with life and themselves,and composition teaching in junior middle school has always been the highlight of discussion among Chinese educators.After long-term research and practice,the problems of "templating" and "programming" in composition teaching have been greatly improved.However,most students still dominate their writing practice with their own "three donkey kong of writing"-"borrowing","copying" and "editing".Most teachers still follow the traditional composition teaching concept,ignoring students' emotional experience and personalized expression,resulting in students generally lacking their own opinions and thoughts in composition,and unable to express their feelings from the inside out.While paying attention to students' unique emotional experience and the development of students' thinking,the writing teaching of true feelings can enlighten the front-line teachers to make in-depth exploration in terms of educational concepts and methods.It can also effectively guide students to truly experience nature,society and family,and promote students' writing interest and writing ability.In addition to the conclusion,the full text is divided into four parts,in which the introduction is from the reasons for choosing the topic,research significance,research summary and research methods adopted in this paper.The first chapter discusses from two aspects: the definition of related concepts and the theoretical basis of the teaching of true feelings experience composition.The second chapter is based on the questionnaire of teachers and students in Chongqing Wanzhou Senior High School,the current composition proposition and composition evaluation system in Chongqing junior high school,and analyzes the present situation of the lack of true feelings experience in composition teaching.Through investigation and analysis,we can understand the true feelings and experience the current embarrassment of composition teaching.For example,students are influenced by exam-oriented education,their thinking is solidified,their purpose is strong,and they lack of interest and initiative in writing.Teachers do not study curriculum standards and learning situation deeply,ignore students' individual uniqueness,and have a single evaluation method.The composition proposition of senior high school entrance examination is not only difficult to choose one but also sensitive in content.The third chapter is the solution to the investigation of the lack of true feelings in junior middle school composition teaching based on the relevant education and teaching theories.First,from the perspective of students,the problem of the lack of true feelings in composition teaching is solved from three aspects: life and interest,situation and communication,reading and thinking.Second,starting from the teachers themselves,we should make great efforts to change and update the composition teaching idea,establish a correct composition view,make full use of and integrate the writing knowledge about the true feelings experience,and construct the teaching content of the true feelings experience composition,so as to solve the dilemma of the lack of true feelings experience in composition teaching.