In the practice of Chinese teaching, in order to cultivate students' comprehensive Chinese application ability and connect with middle-grade composition, writing training should be carried out gradually from the lower grades. In the lower grades, the main content of writing words is to make up stories by looking at pictures, and also interspersed with some proposition training, such as describing a small animal and describing favorite fruits.
To improve the effect of junior students' writing guidance, I think we can start from the following aspects: 1, adopt vivid and enlightening evaluation to cultivate students' interest in writing. In the early stage of writing training, you can find a training place to arrange practice in combination with the content of Chinese text learning and the people and things around students, which will be natural and appropriate to avoid the burden of increasing students' homework.
Finding the right time and starting point will also give students something to say and write. Daily writing training insists on timely comments; Read more good articles or sentences in students' works; Praise and encourage children who have made progress in writing in time; Students' excellent works will be regularly displayed in the class display column.
2. Guide students to pay attention to the things around them. Tell the children that there are many details around us that deserve our attention and something to write with heart.
We also need people and stories that we can see with our own eyes, hear with our own ears, or hear from others. 3. Hierarchical guidance.
The training forms for students to write sentences can be: making sentences with words, imitating sentences, answering questions and supplementing sentences. Pay attention to the use of basic punctuation (comma, period, question mark, exclamation point, pause).
The guidance of reading and writing is particularly important. There should be a special reading and writing instruction class, so that students can know exactly what to write when reading and writing, and the teacher will summarize after the students answer. Tell the child the requirements: the content should be complete, there should be time, place and person, and what to do.
We should grasp the meaning of the picture and the theme. When practicing multiple pictures, guide the children to look at the pictures consecutively, and the transition between pictures should be natural.
Look at the pictures and make up stories lively and interesting, encourage students to have their own ideas and bold imagination, and open their minds. Similarly, the details of the story also need the careful guidance of the teacher.
In order to prevent students from writing the same words, teachers can guide students in different ways and guide children to write language, expressions and actions. In addition, the whole class can be allowed to revise a written sentence together. Let the children comment on the advantages and disadvantages of the written sentence "You talk to me" first, and then listen to the teacher's corrected explanation. Which part is well written and which part is good? Good content and parts are presented to students.
2. How to teach junior pupils to write small compositions, including reading pictures, writing words, writing children's songs, writing fairy tales, keeping diaries and so on.
The purpose of its training is to cultivate children's observation ability, thinking ability and language expression ability, and lay a good foundation for entering a higher grade composition. How to guide junior students to write small compositions in the primary stage? Let's talk about some attempts in teaching practice.
First of all, read pinyin, say sentences and conduct speech training. When students first enter school, the focus of teaching is to learn Chinese Pinyin, but the teaching of new words is not touched. At this time, you can also use pinyin textbooks to teach pinyin and practice oral English.
For example, when teaching "E", use illustrations to inspire students to practice speaking. "What is this? What is it doing? " "This is a white goose."
"What is the big white goose doing?" "The big white goose swims in the water." For another example, when teaching the spelling of initials and finals, ask the students to say a word with this pronunciation according to the spelling, and prompt the students to say sentences with this word.
For example, learning: the four tones of "Mi": Mi smiles * * *, and my face smiles * * *; Mi lost, the little white rabbit lost; Rice is a bag of rice, and my family has a bag of rice; Secret, this is a secret. In this way, students not only learned pinyin, but also practiced oral English. It not only enriches students' vocabulary, but also helps to understand the meaning of words.
Second, read, make sentences and develop language skills. Word teaching is an important task for lower grades. Teachers should first implement the goal of word training, so that students can firmly grasp the sound, shape and meaning of words, and have targeted word formation and string formation. For example, "home-home-I want to go home.
Moving-working-the children are working. "In constant practice, let students gradually establish the concept of" complete sentence ",so that students can clearly feel that the structure of a sentence is basically composed of two parts.
Secondly, teachers should gradually guide students to combine "four-element sentences". If the word "sweep" is taught, students can ask: (1) Where is the sweep in winter and winter after saying "sweep-sweep in winter and winter"? (2) When will the floor be swept in winter and winter? Students' answers will be many and many.
The teacher further asked, "When and where to sweep the floor in winter and winter?" The students talked about it in succession and combined many "four-element sentences", such as: on Sunday morning, going to grandma's house to sweep the floor in winter and winter; After school, sweep the floor in the classroom in winter and winter. With the increase of students' vocabulary and the broadening of their horizons, we might as well ask students to write what they say on the basis of "speaking".
Usually I use the method of "practicing one more word" to let students make sentences. For example, when using the word "love" to make sentences, I encourage students to have a competition to see who makes more sentences and then write them in a notebook. Words that can't be written can be replaced by pinyin, which not only helps students remember new words, but also cultivates their thinking and language expression ability.
However, in the training of "writing", teachers should make proper preparations, such as choosing words to fill in the blanks when writing and expanding the practice of sentence components; Let the students judge the completeness of sentences by listening and doing supplementary speaking and writing exercises; You can also teach students to master several basic sentence patterns in teaching. For example, "Dad is a worker", "Dad is reading a newspaper", "Today is Monday, not Tuesday", "There is a pen, a notebook and a textbook in the bag" and so on.
With these preparations, students can have the desire to express their life correctly when learning words and sentences, and then innovate themselves, laying a good foundation for the training of composition texts in middle and senior grades. Third, imitate the model essay and create children's songs to stimulate students' interest in writing. This text is the best model for students to practice. In the lower grades, while paying attention to understanding words, we should also emphasize the training of key sentences and paragraphs.
Teachers should focus on explaining each lesson, or guide students to speak and write according to gourd painting; Or change the sentence pattern to say and write; Or broaden the connotation of sentences and extend them to speaking and writing a few simple sentences. In the textbooks of senior one and senior two, some textbooks are children's songs that junior students like to listen to. When students don't know what writing is, they might as well start by making up children's songs, so that students can taste the joy of success.
At first, students were encouraged to change only a few words in nursery rhymes. For example, a children's song "I, You, He" reads: "I am a pupil, you are a pupil, he is also a pupil, and we are all pupils." When instructing writing, ask students to find out the similarities between "I, you and him", all of which are "pupils", and then replace "pupils" with other words with the same points.
Students can write in nursery rhyme format: "You are from China, I am from China, he is from China, and we are all from China." "I am a boy, you are a boy, he is also a boy, and we are all boys."
Then, let the students use their imagination and create freely according to the content of children's songs. For example, the article "Home" wrote: "The blue sky is the home of white clouds, and the forest is the home of birds.
Rivers are the home of fish and soil is the home of seeds. We are the flowers of the motherland and the motherland is our home. "
When teaching, I ask students to use their brains and think: "Who else is whose home? Can you learn the sentence patterns in the book and make up your own children's songs? " Students have answered: the sea is the home of oil, the earth is the home of earthworms, the river is the home of shrimps, and the forest is the home of rabbits ... The first children's song seems immature, but it shows the spark of children's wisdom, which makes them feel the happiness of being a small writer for the first time and stimulates students' interest in writing. Fourth, read more illustrations to stimulate thinking and cultivate writing ability. The textbooks of lower grades are basically equipped with intuitive and vivid pictures, which are easy to stimulate students' thinking.
Looking at pictures, talking and writing are the key contents of composition training for primary papers. It is a kind of composition training based on certain picture materials and under the guidance of teachers, which expands the picture content and allows students to describe it orally and in writing.
Looking at pictures and writing is the foundation, but junior students still lack the ability to observe, especially the children who have just entered school. Observing things has no purpose and no order, which requires teachers to guide students to look at pictures and let students master the methods of looking at pictures, so as to judge the time and place of things and understand the main contents reflected by pictures by carefully looking at pictures. For example, when teaching the picture "The teacher said he did it right", I asked the students to imagine: 1. According to the picture, where do you think it happened? The first picture is in the classroom, and the second picture is in the office. 2. Imagine: In class, what is Xiao Ming thinking when he looks at one hundred chapters on the paper? Students around.
3. Instructive artistic composition of junior writing [Instructive artistic composition of junior writing] The instruction "New Curriculum Standard" puts forward such a stage goal for junior writing: "I am interested in writing, writing what I want to say, writing imaginary things, writing my own understanding and feelings about things around me, and guiding junior artistic composition."
Writing is to write down what you want to say, say what you want, and write what you say. From one sentence to a few sentences, and then to a paragraph or two.
"If you don't accumulate steps, you can't go to Wan Li Road." Take speaking and writing as the starting point of sports training, start with spoken language, and promote the training of written language with spoken language; Starting from interest, first of all, let students like to write and be willing to write.
This can reduce students' ideological burden and psychological pressure on exercises, and it also conforms to the law of children's language development. Writing can lay a good foundation for exercise training and even lifelong writing in the middle and senior grades of primary schools.
This will gradually give children a colorful sky, let them soar like birds, and paint a beautiful life with colored pens. Today, I saw leaves falling from the big tree.
Ah! The trees are bald, and autumn is over. The fallen leaves are beautiful, some are flying in the air like butterflies, some are chasing and running like naughty children, and some are blinking like little stars scattered in the sky.
They seem to say, "Winter is coming! Winter is coming! Winter snow is coming! " How happy the fallen leaves are! Question: In the author's eyes, fallen leaves, the most common scenery in late autumn, have become autumn. The author used his rich imagination to imagine the fallen leaves as butterflies dancing, children running and stars twinkling, which endowed the ordinary fallen leaves with infinite vitality and made people feel the happiness of the fallen leaves elves.
Do you have such rich imagination? How does knowledge summary guide junior students' writing? To sum up, we can guide them from the following aspects: first, cultivate interest and let students have something to write. Suhomlinski said: "All mental work depends on interest." There are two ways to cultivate students' interest in teaching.
(1) Draw and write. Choose an interesting scene and let the students draw.
For example, draw a big garden on the blackboard and say, "This is the zoo that our class will open to all teachers and students, but what should be in the zoo?" Can children draw by hand in your small size and then cut and paste in the zoo? "The children will be very busy. Then let them look at the pictures and tell them what animals are in the zoo and what they are doing. Then the teacher asked them to add a beginning (there are so many animals in the zoo) and an end (these animals are really interesting! They are our good friends. Finally, ask the students to write a complete paragraph.
This is their own life, their own observation, their own wonderful pen, and they will feel extremely happy to write it. (2) performance and writing.
Some texts in lower grades let students participate in the process of image-building, enter the role and experience the thoughts and feelings of the text. When students' thinking is activated and their emotions are aroused, they can be guided to practice writing.
For example, after learning "Little Gecko Borrows Tail", he asked, "Kid, who will the little Gecko tell when he sees his new tail? What did they say to each other? " Then let the students speak and perform on stage. After speaking and acting, we will practice writing.
This not only develops their imagination and trains their oral communication ability, but also enables students to write their true feelings. Second, guide observation and let students have food. As the saying goes, "If you don't observe, you won't write."
Psychological research has found that more than 80% of people's knowledge is obtained through visual perception. If spring comes, take students to the campus to find spring.
Children can't help but tell their teachers and friends about the spring they found: "The grass has grown." "The grass sticks out its little head."
"Colorful flowers are smiling, and trees are sprouting new branches." "Butterflies, bees and birds are coming."
"Children are playing games happily ..." When students' observation ability is limited, they can bring the observed object into the classroom and let the students observe and write under the guidance of the teacher. For example, when teaching "Looking at the sky from a well", first demonstrate the picture of birds taking frogs out of the wellhead with courseware, and then let them use their imagination to complete the writing exercise of "Frogs jumping out of the wellhead to see …".
Thirdly, it is students' nature to carry out activities to let students enjoy writing and games. Students can enjoy happiness in activities and activate their thinking in happiness, thus prompting students to express their activities in language. For example, organize students to play with blowing bubbles, so that students can say colorful bubbles in a pleasant atmosphere; Play the game of drawing the nose with the students, and let the students talk about their inner feelings after blindfolding in joy; Lead students to the campus and parks to find autumn, so that students can describe the beauty of autumn through observation and discovery ... Fourth, pay attention to guidance, so that students can write what we often encounter in teaching: some students really want to tell the beautiful pictures they have observed, but they have to give up because they don't know how to say them or have no good words to describe and express them.
Here, students undoubtedly put forward a question to us: How do students speak what they want to say in an orderly way? Therefore, in the process of training students to speak, we should guide them to accumulate some good words and sentences, and provide them with some methods and sentence patterns to observe and speak properly, so as to lay the foundation and pave the way for students to realize "speaking and writing". Learn to make up fairy tales and let students write creatively.
Looking through primary school Chinese textbooks, exquisite illustrations often make students think, and beautiful scenery, colorful flowers and lively and lovely animals are often talked about by students. After learning the text, the teacher might as well consciously let the students speak and write beautiful illustrations.
(2) jigsaw puzzle fairy tales. The jigsaw puzzle mentioned here can be a jigsaw puzzle or the "King of Painting in Jinshan" in the computer. When students do puzzles, their creativity can be fully exerted, their attention can be kept lasting and stable, and their learning initiative and enthusiasm can be fully mobilized.
In the process of operation, all the students participate, and everyone strives to be the first.
4. The parody style of the second grade Chinese is always mysterious. Its appearance sometimes brings people endless happiness, but sometimes it doesn't.
In spring, a breeze slowly blows over fields and mountains. The light green grass woke up after a sleep in the ground, slowly sticking its head out of the ground, and the young trees sprouted and danced with the wind.
Birds fly happily in the sky and sing heartily. The wind gently stroked my face, soft and comfortable.
Summer is coming, and the weather is always so sultry. People hope the wind will come soon. But the wind has become very naughty and always plays hide-and-seek with people.
Finally, there was a little wind, and before I was happy, it ran away without a trace, and I couldn't find it anyway. Hey, there's nothing I can do about it! In the coming autumn, the golden wind is coming.
It used the joy of harvest, magical colors, fresh air and a big brush to dye the leaves yellow and the fields and orchards golden yellow. Everything turns golden, giving people a brand-new feeling, and the beautiful dance of the wind is even more pleasing to the eye.
Winter is coming, and the golden world has turned into a vast expanse of white. The north wind blew unceremoniously. It is not as gentle and appropriate as the spring wind, but it comes quickly and fiercely, like a group of hungry tigers roaring from all directions.
It broke a bare branch. In the north, it drives the children who are playing with snow home.
Pedestrians in the street are dressed like cotton bags, hunched back, bowed their heads and shrunk their necks, and trudged along. Not many people go out, and everyone seems to be afraid of meeting the north wind again.
But I think, the wind may not be intentional, it may be too impatient, and I look forward to welcoming the Spring Festival as soon as possible.
5. Looking for the second grade Chinese (imitation) in the spring primary school. The grass has sprouted. Is spring here yet? Let's go to find spring together!
We came to the bamboo forest and found thin and long bamboo shoots. Hi! We found spring hair.
We came to the stream and found the melting ice. Yeah! We discovered the power of spring.
We came to the field and found colorful flowers. Ha! We found colorful lights in spring.
We came to the pond and found the busy mother frog. Ah! We found amphibious tanks in spring.
We came to the wide square and found the grass, which turned out to be the messenger of spring; Found flowers, which turned out to be the palette of spring; I found the children flying kites. Kites are colorful, and children talk and laugh. It was the hope of spring.
It turns out that spring is so beautiful.
6. How to teach junior children to write a composition and go to school in the morning? Before entering the school, Lele suddenly turned to me and said, Mom, I haven't kept a diary for a long time. I really want to keep a diary today, okay? Of course, this is welcome! It is rare that he is in such a good mood to keep a diary by himself.
What should I write? Early in the morning, at the beginning of the day, there seems to be nothing to write. I suggest that he pay more attention at school today and see what will happen at school. It is not too late to write after school. Lele happily agreed and walked in the direction of the classroom without looking back.
Can Lele really keep a diary, what and how? This day has become very exciting, and I am looking forward to the start of school in Lele.
Unexpectedly, after school, a diary written by Lele almost didn't let me eat! The school that sold Lele first taught them exercises from the second grade. I admire the children now, only in the second grade. How many words can they know? But they have begun to learn to write.
I admire the teachers at school even more. Faced with such uneven students in a class, some students with strong ability can read thick textbooks by themselves in the first or second grade, but some children have some difficulties in reading picture books with fewer words and more pictures.
I'm afraid it's not easy for the teacher to teach this class to write. I admire you. Later, I gradually understood the methods and ways for school teachers to teach children homework, and I was more disappointed than puzzled.
At the end of the second semester, in order to show the teaching results of exercises, the school compiled an excellent composition for parents and classmates to read and appreciate. However, after reading it, I felt uneasy.
Some compositions of senior three students are passable. And a large part of the so-called compositions in the lower grades are actually the same.
Take narrative (in fact, you can only learn narrative in the lower grades). I found that most students start with a very general sentence to explain the theme of the article, and then the first two words in the second paragraph are the first.
Next is the third paragraph.
The fourth paragraph is then, and the last paragraph begins with last.
I have never seen with my own eyes how the teacher got these ignorant children to start writing articles. However, when I read this article, I have the same beginning and end; Same format, same paragraph.
My heart is full of hidden worries. It suddenly occurred to me that every morning, as soon as Lele and all his classmates entered the school gate, they were immediately asked to follow the thick and eye-catching yellow indicator line drawn on the ground and go upstairs to the classroom.
If there are no other special reasons, teachers are not allowed to leave this line and enter the classroom after entering the school gate. This may be a very effective way to manage students, so that students who enter the campus in the morning can take their places efficiently in the shortest time.
But in my opinion, today, I suddenly feel that this line is similar to their composition! Walking from one end of the line to the other, you can walk out of the rules of a thousand people, but it is less lively and spiritual for children; The beautiful and gorgeous articles that may be taught from this line are exactly the same, but they have no personality and creativity. This seems to be a fixed production line.
On the other hand, teachers contribute a lot to how old children can write articles. It's not easy to miss a teacher.
In fact, it is not only Lele's schools that teach composition in this way, but also most schools in Hong Kong, because many schools have the same textbooks (of course, a few public or private schools have more autonomy). This is the big environment.
A child's ability to write a composition can only depend on himself. Next, I want to post some school compositions of Lele (mostly written at the age of six and a half to seven and a half). Obviously, some of Lele's articles have the same pattern of "first", "second", "third" and "last" as other students.
But if you read it carefully, you can still find that pure childlike innocence. I think, on the road of learning to write in Lele, the next long days will be a battle of innocence after another.
I will fight with Lele. There is enough time to wait and see.