On the Teaching of Writing in the Lower Grade of Primary School

Cai Yanhua 1 Yang Dian Town Central Primary School, Xiaonan District, Xiaogan City, Hubei Province. Accurately grasping the goal of writing teaching requires the Chinese curriculum standard to mark the overall goal of writing as being able to write Chinese characters correctly and neatly with a certain speed. However, in our teaching practice, teachers generally have higher requirements on how to write beautifully and aesthetically, but ignore the actual ability and development level of junior students. In fact, as a general requirement of writing teaching in primary schools, we should focus on correctness and neatness. For ordinary students, we can encourage them to write well on the basis of asking them to write correctly and neatly. As for the requirements of calligraphy art, it can be regarded as the personalized development goal of students who have spare capacity or love calligraphy. Second, pay attention to students' personality differences. Writing teaching should not only ensure basic training and strict requirements, but also pay attention to individual differences. Students who can't meet the requirements for the time being should carefully analyze the reasons and don't rush for success. I usually use hierarchical encouragement method in students' homework, that is, hierarchical evaluation is used for homework arranged in layers, and students can be affirmed as long as they have completed the corresponding level of homework. For example, if everything you do is right, you can get a small red flag; If the handwriting is neat, add a five-pointed star behind the small red flag; If you make progress, draw a smiling face or write a comment or two. This face, five-pointed star, smiling face and encouraging words will make students feel the happiness of success and make them like doing homework more. The Chinese Teaching Syllabus points out that writing teaching should pay attention to the principle of consciousness. Let students know not only the shape of strokes, but also the pronunciation and meaning of each word they write. In some writing assignments, students can also write one word at a time. In the initial stage of writing teaching, students should read a word or finish writing a word. Without the principle of consciousness, writing becomes unconscious copying, only writing, not knowing what to write, which reduces the efficiency of writing teaching. Some students regard the writing process as the process of completing the tasks assigned by the teacher. Some children have finished writing in the copybook, but they still can't recognize what they are writing. Some children scribble and even can't read clearly in order to finish their homework. In order to cultivate students' good writing habits, our school designates the last 30 minutes of every afternoon as writing class. In the actual writing training, some students have completed the task of learning Chinese characters in a class in ten minutes, so they began to look around. I asked: Have you finished it? The children raised their hands one after another, and I asked, enjoy your work and see if it is well written. Some children look down at the copybook, shake their heads, pretend to erase a word or two and do nothing. After class, I looked through the children's calligraphy books. Tian Zige's square Chinese characters are like ugly reptiles, stretching their waists unscrupulously in the grid. Some are indomitable, some are drunk. Students forget all the writing requirements, such as beauty, symmetry and brushwork. This will not only make it difficult to improve writing ability, but also form a bad habit of perfunctory. Fourth, guiding students to learn to observe Chinese characters is the basis of understanding things. Writing teaching should first let students observe typical characters. Look at the position of the strokes, focusing on the strokes that fall on the horizontal centerline and vertical centerline. When these strokes are determined, the position of the whole word in Tian Zige is basically determined, and even if there is deviation, it will not go anywhere; Second, look at the appearance of strokes, focusing on guiding students to observe the appearance of key strokes, such as whether the needle is hung vertically or vertically, and whether the skimming is vertical or oblique. Fifth, pay attention to the cultivation of writing posture and habits. Curriculum standards clearly point out in the requirements of the first phase that students should be guided to develop correct writing posture and good writing habits. Correct writing posture is not only conducive to correct writing, but also conducive to protecting students' eyesight. Habit is a dynamic stereotype. If you develop good writing habits from an early age, you can benefit for life. At present, students' incorrect writing actions are mainly manifested in three aspects: (1) Holding the pen too close to the tip of the pen is not in place by an inch; The chest is close to the table, and the punch is not in place; Head to the left, eyes too close to the book, one foot dislocated. In fact, it is difficult for junior children to fully meet the requirements of "three ones", and the most crucial thing is the distance between the pen grip and the nib. It is more difficult for children to control the pen if they follow the requirements of one inch. If you are too close to the pen tip and hold the pen too low, your head and body can only be close to the book to see the words you want to write. Therefore, we must take pains to remind you of incorrect writing posture, otherwise it will not only affect the writing quality, but also seriously affect the health of children. Children must develop the habit of concentration, carefulness, patience, earnest and meticulous writing. We should also pay attention to guiding children to handle the relationship between writing quality and speed. Some children write too fast, the speed is guaranteed, but the writing is poor. Some children write like carve patterns or designs on woodwork, always wiping it off and changing it. Although the handwriting is good, it is too slow. Writing too carefully not only affects the speed of writing, but also affects the speed of the whole homework, and it is always impossible to finish the exam, with extremely serious consequences. Every teacher hopes that all his students can write good handwriting. When he checked his homework, it seemed that he was enjoying the exquisite calligraphy works. To realize this wish, as a teacher, we must be a good leader in students' writing at the initial stage, strengthen writing teaching, conduct correct guidance and persistent training, find problems and find solutions in time. Third, don't just take writing as a task. Writing is an important part of Chinese teaching. It plays an important role in cultivating students' good study habits, training students' thinking ability and cultivating students' feelings of loving the language and writing of the motherland. Writing not only reflects a person's language level to a certain extent, but also reflects a person's cultural accomplishment from one side. Several years of writing teaching experience in lower grades have made me realize that we should attach great importance to and strengthen primary school teaching and pay attention to the following points: