A Survey Of Composition Teaching In Middle Schools In Minority Areas

Due to the special geographical environment,language system,culture and other factors of students in minority areas,teachers have many difficulties in writing teaching and students in writing process.In order to solve the problems of teachers’ difficulty in teaching composition and students’ difficulty in writing composition in minority areas,this paper takes a junior middle school in Wujie Town,a minority(Yi)area in Nanhua County as an example.Through teaching practice,questionnaire survey,interview and other methods,it is found that the main reasons for the unsatisfactory effect of composition teaching in Yi areas are the negative transfer of students’ mother tongue,the poor basic knowledge of students’ language,and the weak comprehensive ability of students’ language The teacher’s writing teaching is inefficient,the school does not pay attention to writing teaching,and parents do not care about students’ writing.According to the current social reality and teaching environment of Yi villages and towns,this paper analyzes the causes of writing teaching problems in Yi rural middle schools and puts forward solutions,and puts forward writing teaching strategies to overcome the impact of negative transfer of mother tongue,consolidate basic knowledge of Chinese,improve students’ comprehensive ability of Chinese,skillfully use evaluation to stimulate students’ interest in writing,and combine teaching and learning,in order to provide direction for composition teaching in middle schools in ethnic minority areas,To enable students in rural areas to enhance their confidence in writing,gain a sense of achievement in writing and have greater interest in writing.