Several misunderstandings in traditional composition teaching

A person's writing level and oral expression ability directly reflect his knowledge level, cultural accomplishment and even affect his life. Over the years, many Chinese teachers have worked hard for this, but the results are always unsatisfactory. The traditional composition teaching method limits students' thinking space and innovation ability, which makes composition teaching fall into a misunderstanding and cannot extricate itself.

Myth 1: Propositional composition dominates the overall situation of teaching

Influenced by exam-oriented education, the reform of composition teaching has been difficult and hesitant, focusing on exam-oriented composition and taking high marks as the teaching basis. As everyone knows, it is this variety of composition propositions that limit students' thinking space, so that students can only mechanically copy limited materials, lacking logic and coherence, and unclear arts and sciences. Just like flying a kite, no matter how high and far you fly, you can never get rid of the shackles of ropes and feel the free blue sky like a bird. Birds are always birds, and kites can never be real birds. Why not let go of your hands and feet boldly and give students a pair of wings of imagination, so that they can show their talents as much as possible and travel in a free space? As long as his composition is true, informative and comes from life and practice, it is a good work and should be encouraged and affirmed.

Myth 2: All kinds of composition books and periodicals have become pioneers in composition teaching.

With the progress of the times, people's material life and spiritual life have improved significantly. Influenced by traditional composition learning, parents do not hesitate to buy a large number of books and periodicals for their children, and composition books bear the brunt. Some composition teachers, in particular, regard students as pioneers in finding and learning examples. However, in the long run, students will form a psychological dependence. Faced with all kinds of composition propositions, students rummage around stalls and bookstores, which temporarily causes economic waste and will make students form a wrong understanding. For example, if there are too many compositions, why bother? Even if there is no plagiarism, the composition written in this way is also a poor article, the preface is inconsistent, the idea is unclear or the center is unclear. If you like a person with weak legs and feet, how can you always be a healthy person? What's more, some unscrupulous vendors, greedy for profits, patchwork and shoddy compositions not only make students unable to benefit from them, but also lead to misunderstandings.

In order to improve students' writing ability, Chinese teachers should start with their usual Chinese learning, encourage students to accumulate good words and sentences, pay attention to develop the good habit of reading without leaving the pen, record what they see and hear in time, and process and sort out what they hear, so that they can write with ease. The key is to teach students how to write well.

Myth 3: Re-comment has nothing to do with revision.

It is not easy to examine students' compositions. Teachers should read, feel and contact with their hearts, that is, they should not only read students' compositions with their eyes, but also feel students' understanding with their hearts. They should point out their feelings in time, which are good, which are good, which are lacking, how to change and what is the purpose. Many teachers tend to pay attention to practical results, not just in the circle. For example, "the level is not clear", what is not clear? "The sentence is not fluent", which sentences are not fluent? "The center is not clear", what kind of center should be clear? How can students achieve the effect of correcting their compositions without knowing or having a little knowledge? Correcting compositions should also be meticulous and appropriate.

Myth 4: composition evaluation can't grasp the discretion.

Comment on composition has always been a good teaching method for Chinese teachers. Its advantages are obvious to all, and the effect is obvious. Composition evaluation, an excellent student and a student with learning difficulties, should be measured, taken for granted, or emotional. Teachers should affirm and encourage a good composition, point out its success and let students feel the joy of success. It is also a rare learning opportunity for students with poor writing level, which can promote thinking. However, some teachers, because of their emotional feelings, can't treat bad composition correctly, and even use it as a negative teaching material in class, which leads students to burst into laughter. On the surface, they are helping students find out their shortcomings. Do you know how much sarcasm and ridicule are hidden behind this laughter, which hurts students' self-esteem and may even become the laughing stock of students? What's the significance of this composition review? How can I improve my interest in composition?

A good composition evaluation class should be based on inspiring all students, stimulating interest in composition, emphasizing affirmation and pointing out shortcomings. Give individual guidance to poor students, help them find the gap, teach them the correct writing methods, guide the thinking of composition, and finally achieve the goal of improvement.