1. How to cultivate students’ interest in writing and learning
1. The status and role of cultivating and stimulating learning interest in composition teaching
1. Cultivate and inspire The necessity of learning composition interest.
When teachers correct students' compositions, it should be said that this is a wonderful enjoyment of the fruits of their own labor. But in reality, it's often not the case. One teacher said that when correcting students' compositions, they often felt an unspeakable hardship and became very angry. If you are angry, you will draw it. As a result, the student's composition becomes the target of venting his anger. One rewrite after another appeared from under the tip of our teacher's pen, and some even wrote some comments that hurt students' self-esteem and dampened students' enthusiasm for writing, such as: What did you listen to in class, a lot of nonsense, etc.
.Learning interest is a powerful driving force and an indispensable prerequisite for students to successfully complete the composition learning task.
(1) Power. Some psychologists believe that the best motivation for learning is interest in the material being learned. In other words, the best motivation for students to learn composition is their interest in the subject of composition.
There are many motivations to promote students’ learning process. To sum up, there are no more than two types; one is external motivation, such as teacher’s guidance, parents’ supervision, social public opinion, The atmosphere of the class, etc.; the other is internal motivation. Compared to this, intrinsic motivation is more important. This intrinsic motivation is what we call learning motivation. Learning enthusiasm is composed of three psychological factors, one is motivation to learn, the other is interest in learning, and the third is the state of attention during the learning process. For primary school students, these three interests often play a dominant role in learning. That is to say, whether students have the motivation to learn and whether they can focus their attention during the learning process largely depends on whether the students are interested in the materials and content they are learning. Because primary school students lack rational understanding of the correct purpose of learning, even if they have some understanding, it is difficult to control their emotions and will. Experience has proven that for primary school students, anything they like to learn can attract their attention if they are motivated. For example, some teachers require students to write one or two diaries every week. Those students who are very interested in the composition table will not feel overburdened.
The driving role of learning interest is also reflected in other aspects. It can make students' entire cognitive activities proactive. Interest in learning can enhance students' initiative to perceive things, their acumen to observe things, and their willpower to overcome difficulties. Therefore, no matter which subject we teach students to learn, we must first make them love learning and stimulate their interest in learning. This is equivalent to installing the most efficient engine in their learning process.
(2) Premise. From a psychological perspective: The primary condition for advancing understanding and developing thinking is for students to be interested in the object of their understanding.
There are many conditions for learning composition well, such as: you must have a foundation in reading, you must have a certain ability to observe and feel, you must have a certain ability to analyze and understand things, you must also know some common sense about writing, and you must have Certain written language skills. To write a good composition, these conditions are indispensable. But these must be based on showing interest in the composition. 2. How to cultivate middle school students’ interest in writing compositions
In the field of Chinese teaching, composition teaching is hard work.
However, from primary school to middle school, it is quite common for students to not be good at writing compositions and not like to write compositions. Where is the root cause? Students' lack of interest in composition may be an important reason.
Many teachers have realized in the practice of composition teaching that cultivating interest in composition is the primary issue in composition teaching. From the perspective of people's knowledge-seeking psychology: interest is directly related to learning activities and is the most realistic and active component of learning motivation.
Interest is the best motivation for a person to study hard and practice hard. Middle school students in their teenage years often learn based on interest.
They will not take the initiative and happily learn subjects that they are not interested in. Instead, they feel it is a burden and it is difficult to learn well. Confucius said: Those who know are not as good as those who are good at it, and those who are good at it are not as good as those who are happy.
(The Analects of Confucius·Yongye Chapter) In the teaching of composition, the best policy is for teachers to first make students like composition and then enjoy it. The process of people seeking knowledge tells us that interest is a speedboat sailing to the ocean of knowledge and a ticket to explore the treasure house of knowledge.
Psychology believes that interest is the cognitive tendency to actively explore something, and it is a tendency characteristic of human personality. In other words, interest has both a motivating and orienting effect.
Interest, as a conscious motivation, is an important condition for a creative attitude in the activities undertaken. Students' interest in composition is an important psychological component of their composition motivation and is their internal attitude toward composition.
Cultivating interest in composition is to solve students’ motivation and internal attitude towards composition. When students have a clear motivation and good internal attitude toward composition, they will show great enthusiasm and initiative in action.
At this time, they will regard composition as a pleasant learning activity instead of a chore. When writing, their brain activity will be in a state of excitement, making the entire psychological activity active. When students are interested in composition, they will show a tendency to pursue exploration and strive to improve their composition level.
I think that the following methods can be used to cultivate students' interest in composition: 1. Topic induction. Teachers carefully design composition propositions to induce students' accumulation of life, arouse their desire to write, and cultivate their interest in composition.
The proposition should be as novel and unique as possible, subtle and timeless, interesting and inspiring. It should leave room for imagination and room for exploration, so that students will feel angry and have something to say when they see the topic. In the throat, spitting out the energy makes you feel happy. The key to the success of the proposition lies in studying the psychological characteristics of students. The following points should be noted.
① The proposition should pay attention to the psychological characteristics of middle school students’ sense of adulthood and consciously stimulate their emotions. For example, "If I were the head teacher" and "My evaluation of my parents".
② The proposition should pay attention to the psychological characteristics of students' sense of awakening, and inspire students to think seriously in distinguishing right from wrong and recognizing beauty and ugliness. For example, "Life Told Me" and "Reflections on Life".
③The proposition should pay attention to students' growth awareness, be full of longing for the future and pursue ideals, so as to adapt to students' psychological desires. For example, "When I'm 30" and "Back to Alma Mater in 2000".
④ Propositions should conform to students’ thinking characteristics, and pay attention to students’ transition from image thinking to logical thinking and commonly used thinking methods of inductive thinking and analogy and association. For example, "One of My Favorite Proverbs", "The Sun is New Every Day" and "The Overall Plan for the Three Years of High School".
⑤The proposition also needs to pay attention to the emotional characteristics of students. Propositions should create situations to stimulate students' positive emotions, so that they can be emotionally moved first and then speak out.
For example, "Childhood's Dream", "Hope", etc. 2. Communicate, conceive, and inspire.
In the composition guidance class, the teacher organizes students to focus on the writing content and stimulate their interest in writing through communication about their understanding of life or writing perspectives. For example, when writing "Interesting Stories from Childhood", the purpose of the communication is to inspire students to tell stories, exchange personal childhood life fragments, and turn the composition guidance class into a storytelling class and an oral composition class to stimulate students' curiosity, competitiveness, and stimulate students' enthusiasm. Express desire.
After the exchange, the students’ minds are opened up, and the students’ thinking is extremely active, and a spontaneous impulse occurs in their hearts. The previously stored life feelings are suddenly connected in series and emerge along new neural pathways. If there is a locked treasure house of materials in students' minds, then establishing this advantageous excitement center is a golden key to unlocking it.
Similarly, writing argumentative essays can also organize discussions, exchange writing perspectives, widely explore the understanding of life, help students establish advantageous excitement centers, and stimulate writing interests. 3. Comment and encourage.
Recognition and encouragement in composition reviews are catalysts to stimulate students’ interest in composition. How teachers evaluate students' compositions is not only related to their attitude towards the results of students' labor, but also directly affects the cultivation of interest in composition.
Mr. Ye Shengtao pointed out that correction is not about being picky, but more encouragement and pointing out the advantages. The correction and evaluation of compositions should be based on discovering the students’ true insights about life in their compositions. We should pay special attention to students with low composition skills, promptly capture the merits of their compositions, and through praise and encouragement, ignite the sparks of intelligence that are still in a hazy state and stimulate their interest in composition.
Comments on essays should be sincere and pertinent. The comments should be engaging and lively in form to arouse the desire of the whole class to write the next composition.
The practice of blaming in comments and naming names in comments is not advisable.
Commentary and encouragement can be provided by printing and distributing excellent works, with teachers adding comments, posting excellent exercises, and students' personal experiences introducing writing experiences. Excellent exercises can also be compiled into a book or recommended for publication in newspapers and periodicals to encourage more students to write good compositions.
4. Reading triggers and accumulation of materials. Reading is valuable for gaining something new, writing is valuable for new taste, and the most important thing is the triggering effort.
The so-called trigger is to realize other things from one thing. This kind of trigger is a good material for composition.
(Xia Chuzun and Ye Shengtao: "Wenxin", Life·Reading·New Knowledge Sanlian Bookstore, 1999, p. 99.) Teachers organize students to read articles with beautiful writing and far-reaching meanings. During the reading process, students When students make new discoveries and gain insights and associations from them, they often feel uncomfortable with these insights and associations. They naturally combine reading and writing and gradually become interested in composition.
The materials chosen for reading can be beautiful prose, charming scientific sketches or philosophical poems. Accumulate materials through reading and prepare materials for writing.
5. Life accumulation. Guide students to develop careful observation. 3. How to cultivate the writing ability of middle school students
1. Pay attention to the cultivation of students’ “cognitive ability” and focus on improving the depth of students’ understanding. The so-called “cognitive ability” actually refers to the accuracy and accuracy of understanding of objective things. Profundity.
Cultivate students' "cognition" of things, enable students to accurately and profoundly understand the essence of all kinds of things around life, and grasp the pulse of the times, which will enable them to examine topics, Only by being superior in material selection and conception can the composition be written with new ideas and depth. To improve students' "cognition", we must not only guide them to observe society and accumulate knowledge, but also improve their theoretical level and enhance their aesthetic awareness.
If students can always feel beauty, appreciate beauty, and create beauty with a positive attitude towards life, an optimistic spirit, and a noble aesthetic taste, then they can glean from various life phenomena Writing themes that sparkle with the brilliance of the times can deliberately seek innovation in the process of conception, thereby fundamentally improving the level of writing. In teaching, in the face of the actual situation of students' low "cognition", it is beneficial to guide students to read more and write more analytical and critical articles.
When reading analytical and critical articles, students will compare with their own understanding; when writing analytical and critical articles, students will think carefully, which will improve students' analytical ability and further enhance their "cognitive power". 2. Pay attention to the cultivation of thinking ability, focus on improving students' diffuse thinking ability and imaginative writing, which is the creative activity that best expresses students' thinking personality.
Psychology believes that deep in the human soul, there is a deep-rooted need, that is, the need for creation and development. In daily teaching, we should consciously let students understand how literary giants of the past dynasties used creative thinking to achieve amazing results, and how to write with gusto about things that ordinary people regard as very ordinary, so as to encourage them to master the desire to think creatively.
For example, studying "Chameleon" guides students to understand the author's intention of writing the details of putting on and taking off coats; studying "Social Opera" guides students to understand how Mr. Lu Xun vividly describes the psychology of children watching a play. In addition, attention should be paid to encouraging students to achieve creative thinking in a timely manner so that they can maintain strong motivation.
The prominent expression of thinking activities in the writing process is the unity of diffuse thinking and concentrated thinking. Although diffuse thinking and concentrated thinking are not equal to creative thinking, creative thinking is based on this.
The process of thinking in composition can be said to be a process of diffusion-concentration-diffusion-concentration again... many times in a cycle. In the writing process, especially in the conception stage, diffuse thinking is at the forefront.
Through diffusion of thinking, we can fully utilize and mobilize the life materials and information stored in the brain warehouse to establish a connection between writing and life. When Mr. Zhu Guangqian talked about the idea of ????the composition, he said: "After deciding on the topic, I took a piece of paper and put it in front of me. I thought about the topic from all directions. When I thought about it, I relied on what psychologists call free association, regardless of the size. , in any order, if you think of three or five words, write them down on a piece of paper with a subtitle of three or five words. Keep thinking and writing them down until you have written down all the meanings that you can think of at that time.
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The so-called free association in all directions here is the diffusion of thinking in the process of writing. In writing, thinking ability plays a key role, and imagination is an important aspect of thinking ability.
Imagination is the process of transforming old representations and creating new images in the mind. It is an important method and way to overcome stereotypes. Hegel said, “If we talk about skills, the most outstanding artistic skill is imagination. "
Only with the imagination of "the eight extremes of the spirit and the mind wandering thousands of miles" can we write unbridled and swaying articles. The cultivation of imagination can guide students to use Mr. Lu Xun's "patchwork" "Method" and "fusion method" used by Leo Tolstoy when he created the image of Rostova, which can be combined with certain chapters of reading teaching to train in reconstructive imagination, expanded imagination, and extended imagination (such as reciting "Send Yuan") After "The Second Envoy to Anxi", students were asked to use a short essay to reproduce the scene of Wang Wei's farewell to his close friend; students were asked to describe the embarrassment of Hermes when he learned that his statue was worthless; students were asked to think about the "Charcoal Seller" leaving " Where will you go after "Miya City", continue to write the ending.)
The situational composition training based on the sequence of "perceiving the situation - accumulating images - inspiring imagination - describing the situation" is very effective. 3 . It is painful to pay attention to the cultivation of non-intellectual factors and focus on improving students' writing will and conception.
Mr. Zhu Guangqian once quoted "Articles come from painstaking efforts, who can use painstaking efforts" and Li Bai's poem that ridiculed Du Fu, "I ask about recent times. "Students who are too thin always have trouble writing poems" to illustrate the suffering of "thinking". Therefore, the cultivation of students' non-intellectual factors should be strengthened in composition teaching.
In composition teaching, the role of non-intellectual factors , is to promote the formation of students' writing ability, the stimulation of writing interests, and the development of intelligence. In the most complex and difficult conception stage of writing activities, students are often required to eliminate interference and constantly overcome difficulties.
Therefore, willpower is required. It becomes an important factor in stimulating, maintaining and mediating. First, it is the cultivation of lasting quality.
In the process of conception, there are often situations where the materials are too complicated and there is no way to start, which leads to pessimism and discouragement. On the basis of cultivating interest, students are encouraged to develop a style of perseverance, perseverance, and never giving up until the goal is achieved, and then form a firm will to write.
The second is the cultivation of self-control. Only by using strength can we eliminate interference, overcome difficulties, concentrate, and study hard, so as to consciously complete writing tasks. 4. Pay attention to the cultivation of imitation ability and focus on strengthening students' awareness of stylistic norms. There are routines for martial arts practice, copybooks for calligraphy, and calligraphy copying. A beginner writer. Of course, imitation is also indispensable, which is the essence of traditional teaching and a basic rule for learning writing.
Lu Xun also taught us: "Any great writer whose works have been criticized. It all explains how it should be written. "A large number of facts have proved that allowing students to imitate the method of literary analysis is a very effective method to organize and concrete the complex and abstract thinking process.
The ancients said that there are three things to learn about literature. The shallow ones steal the words, the medium ones steal the meaning, and the advanced ones steal the spirit. This kind of "stealing" is imitation. Mr. Zhu Guangqian said: "Literature and art do not have to stop at creation, but must start with imitation." ”
It is not only nature that must be imitated, but also artistic forms. Because once stylistic norms enter the author’s creative psychological structure, they will have an impact on his artistic feelings and material processing methods. 4. How to train students How to change this situation and turn students from being bored with writing to loving writing?
Former Soviet educator Suhomlin. Ski once said: "All intellectual work depends on interest. "Therefore, I believe that in order for students to get out of the dilemma of composition, we must first make students love composition, stimulate and cultivate students' interest in writing.
My specific approach is: 1. Accumulate materials and broaden students' interests. Writing Thoughts Lu Xun once said: “Learning must be like a bee, picking many flowers before it can make honey. "I think the "learning" here is not only reading in class, but more importantly, it is also inseparable from the extension outside class.
As the saying goes: "Reading thousands of volumes, writing is like a spirit." As A Chinese teacher must strengthen reading guidance for students so that students can accumulate materials in reading, thereby stimulating students' interest and effectively improving students' writing skills.
In this regard, I have improved my regular teaching model and returned the first five minutes of each Chinese class to the students to allow students to participate. How to change this situation and make students turn from being bored with writing to loving writing? It is an important topic that our Chinese teachers cannot ignore.
The former Soviet educator Suhomlinsky once said: "All intellectual work needs to rely on interest." Therefore, I believe that to get students out of the dilemma of composition, we must first let them Students love composition, stimulating and cultivating students' interest in writing.
My specific approach is: 1. Accumulate materials and broaden students' writing thinking. Lu Xun once said: "Learning must be like a bee, picking many flowers before it can make honey." I think here The "learning" of education is not only reading in class, but more importantly, it is also inseparable from extension outside class.
As the saying goes: "If you read thousands of volumes, you will write like a god." As a Chinese teacher, we must strengthen reading guidance for students so that students can accumulate materials in reading, thereby stimulating students' interest and effectively improving students' writing skills.
In this regard, I have improved my regular teaching model and returned the first five minutes of each Chinese class to students to allow them to "appreciate beautiful articles." It adopts various forms, allowing students to read composition books freely, and write down in their beloved diaries the beautiful words and sentences, touching examples or their own unique insights in the articles, as a reference for imitating the composition. And conduct regular inspections, and publicly comment on who remembers well and makes rapid progress.
After persisting in this way for a period of time, the students became more and more interested in reading and writing. Sometimes a classmate reads a very exciting article and can't help but run to the podium to read it to the whole class and share it with his classmates. Some students ask others to borrow essays, and even worse. , specifically use weekends to go to the bookstore to buy their favorite composition books, and then exchange them with each other in the class and read together. Over time, the students have gradually accumulated more materials, their oral expression skills have also been enhanced, and they have learned a lot subconsciously. Writing knowledge and techniques, in actual writing, not only the content becomes enriched, but also many flexible expression techniques can be used.
What you get on paper is ultimately shallow. The process of writing is a process that closely combines observation, thinking and expression.
Students are afraid of composition, often because there is no fresh material to write about. This requires teachers to lead students outside the classroom, learn to observe the colorful nature, feel the interest and mystery of nature, and learn to get in touch with extracurricular life , feel the civilization and progress of society; learn to experience the ups and downs of life, and understand the meaning and true meaning of life. Thereby broadening one's knowledge, enriching one's cultural accomplishment, and forming one's own unique creative thinking.
If you do not strengthen training in this area, but expect to "reinforce the growth" and achieve success overnight, it is unrealistic and futile. As time goes by, students will lose interest in writing, and even become frustrated as soon as they write a composition. Headache. 2. Create situations to stimulate students' writing inspiration. Creating situations in composition teaching is a catalyst to increase students' interest in writing and stimulate students' writing inspiration.
For example, when guiding students to complete the writing of the second unit "Yellow River, Mother River" in the seventh grade volume of the People's Education Press, I first played "Ode to the Yellow River" by Guang Weiran for the students, because the students had just After studying this text and now presenting it in the form of a song, students not only felt the beauty of music in the familiar lyrics, but also naturally experienced the majestic momentum of the Yellow River again. Then a video of the Yellow River was played to the students. On this basis, students are provided with writing guidance to further understand the geographical characteristics of the Yellow River, the great contribution the Yellow River has made to our people, especially the serious pollution of the Yellow River today, and the students will naturally have a sense of Mother River - the Yellow River's urge to pour out. When writing, you can write it in the form of a proposal, or you can express it in the form of a fairy tale, a fable, a letter, a poem, or even a drama.
Finally, the display effect of the composition is gratifying. Some students are good at expressing emotions, and their writings will naturally flow out the surging Yellow River complex; some students are good at thinking, and use "the telling of a drop of Yellow River water" "This is a special way to alert the world to the protection of the Yellow River; some students are good at imagining, so they filled up their longing for the Yellow River with the title "The Yellow River in My Heart".
It can be seen that in composition teaching, it is very important to create situations for students. It not only stimulates students' interest in writing, but also touches students' writing inspiration, opens up students' writing ideas, and the articles written by students will have own soul.
Just imagine, when we face such writing content and don’t create situations for students, especially for us children from mountain villages far away from the sea, it is impossible to write. 3. Make reasonable evaluations and do not hesitate to encourage students. Mr. Ye Shengtao said: "The student's writing of a certain essay today is actually a comprehensive expression of his accumulation of knowledge, thoughts, language, etc. before today."
In other words, through students' homework, we can not only understand students' writing level, but also gain insight into students' thoughts and even students' confusion. Therefore, during the composition review process, we should not only make reasonable evaluations, but also provide more encouragement to students regarding their thoughts or confusions expressed in their compositions. This is also an important way to cultivate students' interest in writing.
Not long ago, I just finished studying the first unit of the seventh grade volume 2 of the People's Education Press, and it's time for students to practice writing. According to the writing requirements of this unit, they are to remember their own growing pains. After the composition was assigned, the next day, the same thing happened. 5. How to cultivate students’ writing interest in composition teaching
How to cultivate students’ personality in composition teaching 1. Understanding of students’ personality (1) Basic personality Personality refers to people’s tendencies and psychological characteristics. It includes people's needs, motivations, interests, beliefs, abilities, temperament and character, and determines the personal characteristics of people's behavior.
Personality development is not only a need for personal physical and mental development, but also a need for social development. Composition is the most personalized learning and creative activity.
We should treat individuality correctly, properly cultivate individuality, actively develop individuality, open up a broad space for students' individuality development, and make the composition field a beautiful paradise for students to express their individuality. Personality differences among students exist objectively.
Therefore, in composition teaching, teachers should pay attention to students' personality development, respect students' personality differences, create a broad space for students to develop their personalities, and promote the formation and harmonious development of students' good personalities. (2) Personalized writing The composition is written by a primary school student himself, so it inevitably appears immature. It is this immaturity that demonstrates his true nature as a student.
Due to differences in students’ personality characteristics and living environments, different students must have different understandings of the same people, things, scenery, and objects. We cannot expect to smooth out these personality differences. For example: some children love their mothers very much, some children may hate their mothers, and some children cannot tell whether they hate or love their mothers.
When students write "My Mother", different content will inevitably appear. Therefore, students have the right to choose what to write and the right to choose how to write. Students should truly have this right.
Allow students to actively develop their personality and abilities. 1. Personalize the questions.
A good title can not only express the ideological content of the work, but more importantly, it can arouse the reader's interest in reading. The first impressions given by "my grandfather" and "stubborn old man" are completely different when writing about people. You don't have to use the word "unforgettable" when writing about "unforgettable things", and you don't necessarily have to use the word "unforgettable" when writing about happy moods. Using the word "happy", some students used "It's always spring" to write about the warmth of the collective, and "standing and listening to the class" to write about their love for the teacher.
2. Personalization of materials. "True, meaningful, noble, and beautiful" are often requirements for primary school students to choose materials for their compositions.
But life is not always like this. Sometimes they want to do something but have no way to do it, so primary school students can only use their imagination to achieve it.
For example, students wrote about the pollution of river water to the disaster of the fish kingdom at the bottom of the river, etc. The "Curriculum Standards" require that composition teaching should guide students to pay attention to reality, love life, and express true feelings, which provides favorable conditions and broad space for drawing materials.
3. Personalization of ideas. Teachers are also human beings, and they also have the same characteristics as human beings. There are times when they are happy and times when they are sad.
Teachers not only teach classes and correct homework, but also cooperate, communicate and discuss with students. They have to write "my teacher". There are dozens of compositions in a class. If they are all conceived in the same direction, they all If you write about how hard the teacher works, the teacher becomes a cup of tasteless boiled water. If the idea is from different directions and levels, the teacher is like a cup of coffee with sugar, which is both bitter and sweet, and has endless taste. 4. Personalization of imagination.
An important way to cultivate students' innovative ability in composition teaching is to write imaginative compositions. Only when imagination has a personalized component can it breed innovative factors. For example, "Five Fingers" can be used to write about arrogance and arrogance. On the downside, it can also be written that unity is strength; the "explosion" can be written as a wonderful military exercise or a thrilling terrorist attack. (3) Primary school students with excellent performance types in personalized writing have begun to show outstanding and distinctive writing personalities.
Specifically, students' writing styles can be mainly classified into the following five types: 1. Passionate and generous type. It is characterized by fast language rhythm and the use of short sentences.
This kind of composition is full of enthusiasm, inspiring and motivating. 2. Deep and reserved.
It is characterized by dignified diction, frequent use of long sentences, and serious themes. This kind of composition is cold and sharp, powerful in analysis, and penetrating.
3. Lively and humorous. It is characterized by fresh and free language, humor and flexible sentence patterns.
This kind of composition is lively, solemn and humorous, and imaginative. 4. Rigorous and solemn.
It is characterized by precise words, detailed analysis, strict logic, and interlocking links. This kind of composition is good at reasoning, thorough and persuasive.
5. Simple and plain. Its characteristic is that the language is unpretentious, unadorned and natural.
This kind of composition is true in content, pure and sincere, natural and contagious. Although composition types can be divided into five categories according to style, they are not incompatible or unrelated to each other.
There is also depth in excitement, and there is also liveliness in rigor, so they penetrate and embrace each other. 2. The training purpose is to help students form their own unique composition styles. This is the purpose and long-cherished wish that I have been pursuing for many years.
The author thinks whether it can be carefully strengthened and effectively developed from the following four aspects. 1. Strive to give full play to students’ own strengths, especially their individuality.
Those who are generous can try the impassioned type; those who are lively can try the humorous type; those who are thoughtful and rational can try the rigorous and solemn type, etc. 2. Try your best to expand the world of language activities.
"The extension of Chinese classroom is equal to the extension of life." In social life, pay attention to the cultivation of students' personality in Chinese activities.
3. Make every effort to strengthen language expression training. Such as the transformation of long sentences into short sentences, the transformation between declarative sentences and double negative sentences and rhetorical questions, as well as the use of metaphors, personification, exaggeration, contrast, antithesis, parallelism and other rhetorical techniques, and expressions such as description, narration, lyricism, explanation and discussion. training etc.
4. Timely and conscientiously summarize the gains and losses of each composition. The formation of composition style often goes through a process of continuous exploration and innovation. After students compose, they can select some excellent compositions and compare and learn from them according to different styles.
Students are encouraged to boldly innovate, continue to explore and accumulate, and consciously form their own unique composition style. In short, in the teaching of composition, we must adhere to the principle of combining prescriptiveness and openness, so that students have a direction to work hard in their compositions, each composition has key points and difficulties for training, and we must also give students a broad space for free play.
3. The requirements for students’ personality are not only the needs of personal physical and mental development, but also the needs of social development. Composition is the most personalized learning and creative activity.
We should treat personality correctly and cultivate it properly.