How can children aged 7 to 9 go from not knowing a word to being able to write about 300 to 400 words more smoothly after nearly a year and a half of study and with normal development in all aspects? What about the essay? I believe that to train children's writing ability, we must first cultivate children's speaking ability and lay the foundation for writing; secondly, we must carry out various writing exercises to create conditions for cultivating children's writing. My writing teaching in the past year and a half has been carried out in connection with the entire Chinese teaching process.
Cultivating children’s speaking ability
Although children who have just entered first grade have the ability to speak, their speech is often incomplete, incoherent, inappropriate in word usage, and has grammatical errors. , sometimes with unnecessary words such as "um um ah ah", "this", "that", "later later", etc., and some even have a dialect accent. From the first day of school, I have been listening to children's speech and understanding their language patterns. On the one hand, if they find their mistakes and correct them in time, on the other hand, they should consciously enrich children's vocabulary in reading teaching and other teaching activities, cultivate children's complete, coherent and organized speech, and create favorable conditions for writing teaching.
(1) Teachers should pay attention to the integrity of their own language.
I believe that in order for children to speak completely, the teacher must first speak completely, clearly, and in an organized manner in order to serve as a model. Therefore, I always say complete words to children. For example, when I ask children to perform on the blackboard or ask them to do some work, I always say something like this, "I invite classmate ××× to write on the blackboard", "Who knows this?" "What kind of word is it?" "Here is a picture. Please look at the picture carefully. When you see it clearly, raise your hands first. Whoever the teacher invites to speak will stand up and speak." The teacher's demonstration has a great effect on helping children speak complete sentences. I also often consciously speak some words commonly used in daily life, such as "school", "class", "after class", "rest", "quiet", "discipline", "be polite", etc. to the children. They were also told to learn to speak, so that the children would gradually change their Nanjing dialect and learn to speak Mandarin. Once, a child said to me: "Mom told me to drive immediately." I immediately corrected him and said: "We don't understand this statement. Please say it again." The child corrected and said: "Mom told me to drive immediately. Just go. "I pay attention to what children say in and out of class and encourage them to speak Mandarin.
(2) Children are required to speak completely, coherently and systematically.
When children first enter school, they often answer questions with only one or two words, such as: "Where do you live?" He will answer "over there" or "over here." Asked: "What is your name?" "How old are you this year?" Answer: "×××." "7 years old." Once, I asked a child: "Where are you from?" He replied: "Home." Asked again: "How is it at home?" He said: "Come from home." Then asked: "Who is coming from home?" "Me." After asking again and again, he could not answer completely. Later, I asked him to answer "Where are you from" together, and he finally said, "I'm from home." Since I am consciously cultivating children to make the transition from speaking to writing, I think it is very important for lower grade children to strictly require them to have the habit of speaking complete sentences. Now the children in my class have understood my requirements. When answering questions in class, they always pay attention to the completeness of the sentences and no longer answer with one or two words. Of course, in some cases, incomplete answers are allowed.
To make one sentence complete and combine several sentences together, you must pay attention to the coherence and systematization. At first, when children look at pictures and talk, they often say whatever they see. For example, when they see a spring scenery picture, the children say: "There are trees, swallows, flowers, and grass." There is no order at all. When I let the children look at the picture, I asked them a few questions: "What time (or season) does this picture represent? Where is it? Who are the people (or things) on the picture? What are they doing?" Say one thing one by one, and then say one more thing after making it clear. Sometimes I also use continuous questions to ask them to answer one sentence at a time, and then connect them together, such as asking: "What is this place?" Our classroom) "What are the things in our classroom?" (There are blackboards, tables, and chairs in our classroom) "How about the blackboard, tables, and chairs in our classroom?" (The blackboard in our classroom is wiped clean , tables and chairs are arranged neatly) "Do you love our classroom?" (I love our classroom) Finally, ask the children to say it coherently.
In this way, through repeated training, children's speech gradually becomes complete, coherent and systematic.
(3) Children are required to speak correctly and use appropriate words.
Children in lower grades sometimes fail to express their meaning when speaking, have incomplete meanings, and use inappropriate words. For example, after taking the lesson "Big Radish", I asked them: "Why did the big radish pull up after the little cat came?" They said: "There are more of them and they are more powerful." I pointed out: " Are little tabby cats also human?" They changed to: "The old man, the old lady, the little girl, and the little tabby cat, if we all pull out carrots together, we will be more powerful."
Because I always pay attention to correcting children. Language problems, therefore, when they form sentences and write words, they pay more attention to the correctness and completeness of the sentences.
In a Chinese homework, I assigned this question: "What is the use of raising chickens?" A child replied: "Chicken meat can be eaten, chickens can lay eggs, and eggs can also be eaten." I pointed out to him: "Do all chickens lay eggs?" He immediately changed it to: "Hens can lay eggs, and eggs can also be eaten." From here, we know that as long as we are good at discovering children's mistakes, we can inspire them to correct them in time. , which is very helpful in cultivating children's scientific and logical thinking.
Cultivating children's ability from speaking to writing
To cultivate children's writing ability, I will gradually use a variety of methods starting from the second semester of first grade.
(1) Combined with speaking teaching to cultivate children’s writing ability.
Through speaking teaching and writing exercises, children can gradually write the words they have been taught. During the initial writing exercises, I consciously guided the children to write the words and short sentences they had learned in the text, and then gradually combined them When teaching speaking, I asked them to write down short sentences spoken by children. At the beginning, I wrote on the blackboard and asked everyone to copy. When the children mastered a certain number of words, I asked them to write them themselves. For example, after reading "Flowers in the Park", ask the children to learn to write: "The chrysanthemums are blooming in the school, some are red, some are yellow, and some are white. They are very beautiful." "You did a good job", then write: "Today I was a duty student and I did a very clean job. The teacher said I was a good student."
(2) Expand the words into sentences and short essays.
After the children learn some words, I will use conversation to expand these words into sentences and short articles. For example, after learning the words "school", "classmate" and "teacher", we have conversations like this: "What is the name of our school?" "Who are there in the school?" "How is the teacher?" "Classmates" How is it?" "Do you like this school?" After the conversation, ask them to join in and write a short essay: "Our school is called the Primary School Affiliated to Nanjing Normal University. There are many teachers in the school. There are many good teachers in the school. My classmates are also very good. I like our school." After such practice, the teacher asked them to write "our school" and they were able to write a short essay of more than 100 words.
Use word cards or write many learned words on the blackboard to form sentences. For example, write dad, mom, brother, sister, sister, brother, teacher, classmate, worker, farmer. While writing words such as washing clothes, reading, writing, singing, playing basketball, sweeping the floor, etc., ask them to connect them into sentences such as "Dad reads", "Sister reads", etc. After connecting, ask them to write them in their exercise books.
You can also ask them to fill in the missing part of the sentence, such as:
This is... that is...
Here is... there is... …
Sometimes they are asked to concatenate three or four sentences in reverse order into a short article, and then write it down. For example, I wrote "We are all very happy. This afternoon, everyone worked hard. The teacher took us to the campus to plant sunflowers." At first glance, it was not easy for children to sort out, so the teacher inspired them, "Read these sentences first, what do they mean? Do these sentences make sense? If you can't read them, how should you change them?" and then inspired them to think about it. Thinking: When did you plant the sunflowers? Who took you there? How are you all doing. They can write fluent essays based on the teacher's inspiration.
(3) Cultivate children’s ability to write coherently through question and answer and dictation.
The teacher asks simple questions orally based on the children's vocabulary, and asks the children to answer in writing. This is a good way to cultivate children's writing skills, but each question must be connected to a certain extent. After all the questions have been asked, it will become a systematic and complete essay.
For example, "How many weeks does it take for a hen to hatch a chick? What does a newly hatched chick look like? What is the use of raising chickens?" They wrote: "It takes a hen three weeks to hatch a chick. What does a newly hatched chick look like?" The yellow fluff of chickens is like pom-poms. The meat of chickens can be eaten. The hens will lay eggs and the eggs can be eaten. The chicken manure can also be used as fertilizer."
I also use it to teach children. Organize the words they have learned into several short sentences and ask them to dictate, so that they can gradually develop the habit of writing coherently. For example: "If we don't read in places that are too bright or too dark, our eyes will not be myopic." "When we write, we must sit upright."
(4) Integrate visiting activities to enrich children's education Write content.
How can we enrich children’s vocabulary? In addition to the usual current affairs education and various common sense teaching related to the text, I often take children to visit campus or on the road to expand their horizons and enrich their vocabulary. , and try to apply the vocabulary learned in the text to spoken language. For example, after observing the scenery in spring, ask them to write about "warm weather", "green buds on the branches", and "beautiful flowers blooming on the peach and cherry trees". When observing the scenery in winter, ask them to write "the branches are bare"; when it snows, they write "everywhere on the trees, houses, and ground is white,...the sun shines on the snow, making it sparkly" and other sentences. For example, when visiting uncle workers building roads, children wrote: "Uncle workers are so hard-working, they are so energetic!" Due to on-the-spot observation and the emphasis on word understanding in teaching, children use richer words and write more clearly. There is also content. Most children can write two to three hundred words, and good ones can write five to six hundred words, and they can also divide paragraphs correctly.
(5) Use illustrations to practice writing.
On the basis of talking by looking at the pictures, use the illustrations in the book or related wall charts to guide the children to systematically tell the stories on the pictures after looking at them. Then write it down systematically and turn it into an organized essay. This is also a method I often use, and children are very interested in doing it. However, it must be noted that the content on the picture must be in line with the children's life experience and receptive ability. If there are some new words that they cannot write, I will write them on the blackboard in advance, or ask them to use pinyin letters instead. Children can often give full play to their imagination when writing.
(6) Use various activities to practice writing.
Every time after an activity, there is always a conversation and then they are asked to write. For example, after Children's Day, ask them to talk about the activities of "June 1" first and tell the most meaningful things. There was a child who talked a lot about everything from getting up, washing his face, getting dressed, eating... to lining up to go home. I told them that they have to do things like getting up, getting dressed, and eating even if it’s not Children’s Day. You should choose what you think is the funniest and most interesting thing about the day. Later, when they are writing, they can write about the most meaningful things. They will not write about all the entertainment programs they saw, but only the ones they watch most. programme.
(7) Guide children to write practical essays based on real life situations.
In order to give children more opportunities to practice writing, I also use things that happen in daily life to encourage children to write leave notes, notes, letters, and various activities.
The following is a request for leave written by child Yu Hong:
Dear Teacher Si: My brother is sick today, and my mother-in-law is also sick. My mother is very busy at work and has no time at home. I took a day off to take care of my brother at home. Best wishes!
Written by Yu Hong
April 20
In the second grade, the requirements for writing must gradually increase. Not only must children write fluently, but they must also They learn to use some adjectives and ask children to write well. For example, after learning "Exceptionally Bright" in the lesson "Celebrating National Day", I took the children to play in the Arctic Pavilion. When they came back, I asked them to write "Go to the Arctic Pavilion to play". Some children wrote: "...there are The rose-red cockscombs and golden chrysanthemums look particularly bright in the sun.”
After a year and a half of trying, combined with our school’s past experience, I believe that seven-year-old children in the first grade will be the best. They can be trained to write. Pay attention to the basic training of writing in lower grades, which is not only good for consolidating words, but also lays the foundation for composition in middle and senior grades. However, writing teaching cannot be carried out in isolation and must be closely connected with the entire Chinese teaching, that is, literacy, writing, speaking, reading and other teaching activities.
At the same time, writing teaching must be based on children's receptive ability, master the principles of from shallow to deep, from simple to complex, and connect theory with practice, and adopt diversified methods to achieve good results. (