Research On The Application Of The Mode Of Guan Jiangang’s "Comment After Writing" In The Teaching Of Composition In Senior Two Of United Chinese Textbooks

The questionnaire survey shows that there are four major problems in composition teaching in senior two,namely,most teachers ignore the teaching of Chinese composition in senior two based on the unified textbook,students lack interest in writing,lack of opportunities for composition display and unresolved composition problems.After finding problems by questionnaire,this paper studies how to apply Guan Jiangang’s “comment after writing” to composition teaching in senior two by combining case study and practical reflection,that is,to combine the unified compulsory textbook for senior two with Guan Jiangang’s “comment after writing”,which can stimulate students’ interest in writing,solve students’ writing problems in time and give students ample opportunities to show their compositions,in an effort to solve the above problems.In this paper,the fourth chapter shows teaching strategies and teaching practice.Practice has proved that the micro-writing teaching practice of poetry rewriting based on Guan Jiangang’s “comment after writing” and the teaching practice of applying for a big composition can fully display students’ works,effectively improve students’ interest in writing,and then improve the writing ability required by the Chinese curriculum standard.At the same time,make use of classroom and after-school time to let students fully solve their writing problems and improve their enthusiasm for selfrevision of their compositions.This paper consists of an introduction and four chapters: the introduction discusses the research background,research status,research significance and research methods,among which the research methods are questionnaire survey,case study and practical reflection;The first chapter mainly summarizes Guan Jiangang’s “comment after writing” and its characteristics based on previous studies,and analyzes its feasibility and application significance in senior two composition teaching.The second chapter analyzes and summarizes the composition teaching problems of senior two students reflected in the questionnaire;The third chapter is the analysis of teaching materials,learning situation and teaching objectives;The fourth chapter formulates relevant strategies based on the unified Chinese textbook for senior two and learning situation,and carries out micro-writing and big composition teaching practice based on the strategies,and finally reflects on the practice.