When the child behind slowly understands what writing is all about, he/she can organize sentences by himself/herself. If you don't write enough words, you will write fewer words. Then I suggest that children can think about what they want to write from the beginning, not too much. When they ask why, they can't explain anything to them at once. They should listen to their opinions first.
Then he will develop the ability of independent thinking in the future, or parents can modify the content for their children. Then let the children learn adjectives as much as possible. After a long time, she will apply the accumulated words to her writing.
For example, if a child is likely to write "my favorite plant", let the child describe it through his own observation, which is very helpful for his observation and thinking ability. Parents must respect their children's independent observation and thinking.
2. How do primary school students write essays in the third grade? How did they write it? Grasp the writing of primary school students as a whole. First, improve your ability to understand and express things.
Mr. Ye Shengtao, a famous educator in China, pointed out: "Writing anything depends on knowledge and experience. What kind of knowledge and experience can make you write something. On the other hand, if you don't have the ability to express understanding, you can't write a good composition. "
Second, take the cognitive structure as the core of the composition, including learning knowledge, observing accumulation, memory storage, training thinking, enriching imagination, cultivating emotion and exercising will; From talking about writing, scrutinizing and revising, reading more books and writing more. Third, establish the concept of big composition and combine listening, speaking, reading and writing organically. The second is to make clear the purpose of writing and be innovative; Third, the selection of materials should be based on evidence; Fourth, we should pay attention to writing skills and arrange the structure of the article; Fifth, we should pay attention to the segmentation of the article and list the subheadings and composition outlines in advance; Sixth, we should pay attention to the writing and usage of the article; Seventh, we should use language skillfully and use thought to schedule language.
Learn five ways to conceive: praise people with things, express their feelings directly, reason with things, touch the scene and express their feelings with things. Fourth, the composition goal is decomposed year by year: first-level words, second-level sentences, third-level fragments, fourth-level chapters, fifth-level synthesis and sixth-level improvement.
According to the principle that cognition is the core of composition, around the core of developing students' psychological mechanism, five exercises are carried out in a down-to-earth manner: (1) word training. Learn to master many words.
Master the golden key to using words: contact with things you are familiar with; Contact your own life reality; Contact your knowledge of language and writing. Use the method of "ten quotations" to combine word learning with oral training.
The "Top Ten Quotations" are: 1, analyzing glyphs; 2. Use teaching AIDS; 3. Look at the pictures and learn words; 4. Word formation and expansion; 5. Choose words to fill in the blanks; 6. collocation of words; 7. Adjust the word order; 8. Words used to move the scene; 9. Word classification; 10, conjunctions into sentences. Enrich the content of oral training, so that I can accumulate a large number of words that I can speak and use, and lay a solid foundation for writing.
(2) Sentence training. As long as it is a sentence, it includes two aspects: one is about people, things, things and scenery, and the other is about purpose.
However, some teachers do not use pictures and things to seriously teach students the methods of observation, understanding, analysis and expression when instructing students to say a sentence. They just take out a picture or something for students to say and write a sentence. Students don't know why to say and write a sentence, how to say and write a sentence, and what sentence patterns to say and write, which leads to a single, dull and lifeless composition tone. Students can be taught to speak and write a sentence with four complete elements, four sentence patterns and nine sentence patterns, according to pictures, things, dialogues and exercises.
Students will use different sentence patterns and sentence patterns to express different thoughts, feelings, attitudes and purposes in their compositions. (3) Paragraph training.
Combination of eight segments: the development of things is a sequential segment, time is a sequential segment, and spatial transformation is a sequential segment, a general and substructure segment, a causal segment, a turning segment, a progressive segment, and a parallel segment. In order to understand the law of occurrence and development of objective things.
No matter what kind of paragraph, it describes the development of things and people's understanding of things, that is, the content and the center of the paragraph. Like a sentence, it is also a description of people, things, things and scenery, and it also expresses a meaning.
Just to make a sentence clearer and deeper. (4) Text training.
A chapter consists of paragraphs. Through the knowledge and methods of examining topics, making ideas, selecting materials, planning articles, defining methods and terms, through the four expression methods of narration, description, lyricism and discussion, the methods of beginning and end of articles, transition and echo, and the knowledge and methods of various article genres.
Learn to write narrative and practical articles with clear center, complete meaning and appropriate details. (5) On-site training.
Use on-site training to better understand writing from the content. Through various composition teaching activities such as "centering", "selecting materials", "composition consultation meeting", "Xiao Zhuge grade examination meeting" and "wonderful word competition meeting", we can learn composition knowledge and writing methods vividly and concretely from the activities.
In addition, you can also carry out various activities inside and outside the school, such as skipping rope, tug-of-war, kicking shuttlecock, ball games, endorsement competitions, etc., and learn how to write competition compositions; Carry out voluntary labor inside and outside the school and learn how to write labor scenes; Hold poetry recitals and lectures to learn how to write conference scenes and experiences; Learn how to write travel notes and travel notes by visiting and browsing places of interest. Learn to observe methods and pay attention to things around you. "Pay attention to everything and you will learn. The cultivation of human feelings is the article."
Through on-site life composition, I further realized that life is fertile ground for composition. So as to learn something, express the true feelings, cultivate the sentiments of truth, goodness and beauty, and cultivate a good style of writing.
Implement "mutual evaluation and mutual reform" to cultivate students' thinking independence and creativity. After students write their compositions, organize group comments.
Learn the advantages of other people's compositions first, and then point out the shortcomings in their own compositions with critical eyes and suggestions for improvement. Rewrite on this basis, so that students can learn something from each article they write.
Writing an honest self "writing an honest self" is what the old educator Mr. Ye Shengtao said. It aims to create a colorful "independent" composition world.
The so-called "autonomy" means that students are free to think and write without being restricted by rules and regulations. "Independent" composition means "speaking from the heart", acting spontaneously, showing self-style, and embodying distinctive personality.
We should break away from the old composition teaching method, let students write in an "independent" state, shed affectation and imitation, give them fresh imagination and rich creativity, and what is waiting for harvest will be colorful colors, fresh fruits and full of vitality. When writing, it often happens in the classroom: some students are exhausted and pour out what they want to say in a few words, which is shriveled; Some students are full of thoughts, and if there is running water in their minds, or gurgling, or ups and downs, their works are eloquent.
The reason is, of course, closely related to the adequacy of writing materials. However, another important factor must not be ignored, that is, how well imagination is played. According to the research of modern brain physiology, the human brain can be divided into four functional parts, namely, perception part, judgment part, storage part and imagination part.
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3. How to plagiarize the model essay to grade students' compositions [How to evaluate primary school students' compositions] How to evaluate primary school students' compositions is a learning activity that reflects their real childhood life in their own language to express their true feelings, and how to evaluate primary school students' compositions. However, due to various reasons, such as in composition teaching, the evaluation criteria for adult composition formulated by teachers have played a misleading role, making our primary school students pick up pens. It seems that he has become an adult, thinking what adults think, saying what adults say and expressing his feelings. Try to read the following two compositions of fourth-grade pupils: One is "Today's Little Emperor", which describes how a nine-year-old cousin is naughty and how his uncle and aunt indulge him. Finally, he wrote: I don't like today's "little emperor". I want to warn him that it is a complicated thing to leave his parents and go to society in the future. What will happen to you? Please think twice ... (as sociologists say! ) second: something happened in the food market, which was about a sneaky bike. I saw it, but I didn't dare to stop it. There is a long psychological description: ... I think, how can I manage things that even adults can't manage? ... seeing the shopkeeper in a hurry, I patted my head and suddenly scolded myself: what do we say to contribute to the four modernizations? Are you worthy of the red scarf fluttering on your chest? ..... (It seems to be a reflection of a juvenile policeman after dereliction of duty! ) melodramatic exaggeration, disease-free * * *, boasting, empty talk, lying, "copying" composition, these "strange necks" have spread to children, and there are many reasons for these problems. As for composition teaching, it is the most direct reason that teachers use adult composition standards to demand and evaluate primary school students' compositions. We often ask for this. The center should be clear, the structure should be reasonable, and the language should be standardized. And this set of standards should be used to evaluate the composition of primary school students. This set of standards has become the sword of Damocles hanging over children's heads, making them afraid to face up to their true feelings and give up their own discourse system. Over time, they can't think independently, dare not take the initiative to experience, don't want to take the initiative to communicate, and won't express boldly. The final result, recently, ruined the child's "writing style"; Furthermore, the personality of that generation of children has been obliterated, the soul has been strangled, and the personality has been distorted, which will even affect the healthy growth of a generation. The particularity of primary school students' composition lies in that the main body of writing is children. Children observe their own unique world with their own eyes, think about the problems around them, produce emotions different from those of adults, and express their feelings with their own unique discourse system. Composition teaching in primary schools must be based on the particularity of children's composition. Respecting students' subjective status includes respecting children's real life, real feelings and actual language expression level, putting forward appropriate requirements for students' compositions and making appropriate evaluations. Let's have a look. Teachers and experts' evaluation of children's art works will not only look at whether the paintings are liked or not, but also pay attention to whether the works are full of children's flavor, whether they reflect children's interest and whether they are "spiritual". Then, for children's composition, we should not only evaluate whether it is "mature". Based on the principle of encouraging free experience, free communication and free expression, we should focus on evaluating whether the composition is childlike, childlike and interesting, encourage students to do practical things, move the truth and tell the truth, guide students to write childlike innocence, express their feelings with "childlike words", and cultivate a healthy style of writing and a healthy personality. Encourage children to write about their real life boldly. Children's composition first requires a word "truth", which is to write about their real life. For example, Tomb-Sweeping Day's grave-sweeping, adults are paying homage to their ancestors, but for most children who have never experienced "Where are you going?", Qingming grave-sweeping is more like a pleasant outing; Teachers take students to the Martyrs Monument, which makes it hard for them to think that the martyrs fought bloody battles and were not afraid to sacrifice for the new China. Even when writing articles, they often write empty words and cliches. On the other hand, if a student writes "How to Evaluate Primary School Students' Composition" and hears the squadron leader mispronounce his speech in front of the Martyrs' Monument and is amused, the teacher must not easily use "unhealthy thinking" to deny it. As long as they write about their real life and real thoughts, the articles are healthy. On the contrary, if the students in grades 5 and 6 write about the Mid-Autumn Festival, more than 40 people in the class will write about it, thinking that the people on both sides of the strait have not yet reunited and looking forward to the reunification of the motherland. This is mostly a "set". Writing false articles and expressing false feelings is an unhealthy performance. We can't impose what adults think is "meaningful" on children. Adults think. Children may get bored. For children, a happy life is a meaningful life. Some children suffer for less than five minutes. What they will never forget may be keeping two kittens, catching some grasshoppers, or playing an interesting game. Let's talk about imagination in children's compositions. Children's imagination is bold, unique and creative. They may write an imaginary composition "Me Twenty Years Later" by imagining how "I" can see the light from the sky and dive into the shark's belly to play. We don't need to ask them to imagine that they will become scientists and make contributions to the motherland in the future. Composition teaching in primary schools should be completely loosened, and children's nature should not be bound by the rules and regulations of adults, let alone by their dreams. Teachers should carefully create a vast world and encourage students to "I write my thoughts and I write my real life." As long as they write about real life and real imagination, they should be affirmed. Never use the so-called model essays in "Excellent Composition Encyclopedia" to frame students and mislead them. Children's articles exist because they write children's unique world. Composition teaching in primary schools is not to train children to write "mature" compositions like adults, but to guide children to learn how to express themselves in their own language.