===========================================
Interest is the best teacher. To improve students' writing level, we must start with cultivating students' writing interest and stimulating students' writing desire. Because students are interested in writing and have a desire to write, they will be inspired to write enthusiastically and willingly. In view of students' difficulty, fear and fatigue in writing, teachers should give more encouragement and tell them that it is not difficult to write a composition. Writing is just talking with a pen. Just combine your curiosity and feelings, and pay more attention to observation at ordinary times. Writing down what you see, hear and think is a composition with content. When students write, the teacher should write more encouraging comments, "You have made progress!" "You are great!" "Try harder!" The little observer of real life, etc. , so that students can taste the joy of success and establish confidence in writing. With self-confidence, students' interest in writing will naturally increase. In our students' exercises, some good words and sentences often appear, so our teachers should be good at grasping this "flashing" star point, marking it in the exercises or copying it on the blackboard for the whole class to enjoy. This will greatly stimulate students' self-confidence and make them want to "shine brilliantly" in their next composition. So they will be interested in writing, write more attentively, and the quality of writing will be higher and higher.
===========================
1, guiding writing training.
The text of the new textbook is rich and colorful, and the form is lively and lovely. Teachers should be good at guiding students to rely on textbooks, especially using the guidance of learning partners in the text, and be good at expressing their thoughts and opinions in written language after thinking.
2. Stimulate reading interest and attach importance to oral training.
Teachers should stimulate students' interest in reading in many ways and broaden their horizons. It should be noted that teachers should guide students to read in a planned and hierarchical way, and hold corresponding exhibition activities according to the content and requirements of reading, so as to strengthen students' oral communication training and lay a solid foundation for composition teaching.
3. Expand imagination and carry out various forms of writing training.
Teachers should guide students to expand their imagination and write down what they see and think. In the usual training in this field, we mainly learn from the practices of many experienced old teachers and train them to look at pictures and write words. Students are full of interest and fully enjoy the fun of writing words.
==============================
First, stimulate reading interest and attach importance to oral training.
It is one of the effective ways to guide students to gain writing knowledge and life experience from extracurricular reading. After all, the knowledge in textbooks is limited, and sometimes it can't meet the needs of students. Teachers should stimulate students' interest in reading in many ways and broaden their horizons. It should be noted that teachers should guide students to read in a planned and hierarchical way, and hold corresponding exhibition activities according to the content and requirements of reading, so as to strengthen students' oral communication training and lay a solid foundation for composition teaching. For example, I often make impromptu speeches a few minutes before the start of new classes, telling me what fairy tales, poems and stories I have just read and what I have gained; I often hold story-telling contests and speech contests in reading classes, and select "the king of stories" and "the star of reading", which greatly improves students' reading interest and ability and makes full preparations for the following composition exercises.
Second, relying on teaching materials, randomly guiding writing training.
The text of the new textbook is rich and colorful, and the form is lively and lovely. Teachers should be good at guiding students to rely on textbooks, especially using the guidance of learning partners in the text to think positively, and be good at expressing their thoughts and opinions in written language, that is, "I write my mouth by hand". For example, in the class of "Looking at the sky from the well", the study partner asked a question: If a frog jumps out of the wellhead, what will it see and say? After the students have made full and necessary oral expressions, teachers should not be limited to this, but must let the students write down their thoughts. Students' speaking doesn't mean they can write, even if it's just a sentence or two, it also gives students the opportunity to practice writing. In fact, in the text, such opportunities to practice writing can be seen everywhere. After learning "What I want is a gourd", the question designed by my study partner is: What do I want to say to gourd growers? Ask the students to write their own ideas and then express their opinions. Students may not write completely and reasonably, but they must express their meaning clearly, knowing that the training of sentences is the training of later paragraphs.
Third, expand imagination and carry out various forms of writing training.
The guidance of students' writing training should not be limited to the text. Teachers should also be good at using teaching materials creatively to enrich students' senses. They should not only guide students to be good at observation, but also learn to imagine boldly and write down what they see and think. In the usual training in this field, we mainly learn from the practices of many experienced old teachers and train them to look at pictures and write words. Although there are not many requirements in the textbook, I think this is still the focus of composition training in lower grades. As for the choice of writing materials, I think it can be done by hand according to the age characteristics of students and the content of teaching materials. For example, after learning autumn, I asked my students: What is autumn in your mind? Can you draw it? Students develop rich imagination and present beautiful pictures with hands and colored pens in their hands. After painting, the students are still wanting more, immersed in the joy of enjoying the picture. I prompt in time: describe your picture in your most beautiful language. Students are full of interest and fully enjoy writing. Besides asking students to write words on their own pictures, I often ask students to collect pictures and write words in the pictures. For example, after studying in Beijing, I asked the students: What other places do you know in Beijing? Let the students go home and collect pictures. Then students simply introduce the scenery in the pictures according to the collected pictures, write them down in fluent sentences, and then communicate in class. Students not only learned knowledge, but also exercised their oral and writing skills and increased their enthusiasm for writing.
In a word, the initial teaching of composition in the lower grades of primary school is very critical, which directly affects the smooth development of students' writing ability in the future. Of course, it is not enough to have such awareness, but also to explore effective methods, which requires our teachers to make unremitting efforts, practice more, think more from the perspective of students, and encourage students more. I believe that as long as they are diligent in practice and pay attention to methods, they will certainly achieve results.
============================
"Chinese Teaching Syllabus for Primary Schools" points out: "Writing refers to expressing what you see, hear, think or experience in appropriate language." The formation and development of pupils' writing ability plays an important role in the formation and development of pupils' psychological personality characteristics. Composition teaching is an important part of Chinese teaching in primary schools, and it is also an important work to improve the quality of students in an all-round way. "Thinking" is very important when we instruct students to write. Reciting a lot of model essays and model essays can't really improve the writing level, because we ignore the students' dominant position, thinking training and developing ideas. Only by getting inspiration from "thinking" can we think like a spring, write with God, and there are flowers at the bottom of the pen. How to improve the overall composition level of primary school students, I have made bold attempts in many years of Chinese teaching practice, and the main methods are as follows:
First, a clear understanding of the nature of composition teaching for primary school students
The so-called "essence of composition teaching in primary schools" means that teachers guide students to practice expressing what they have seen, heard, thought or experienced with appropriate words. The new curriculum standard clearly points out that primary school students' composition is a combination of "writing words" and "practicing". This is not only in line with the cognitive law of primary school students learning to use language to express their thoughts, but also in line with the reality of composition teaching in primary schools. The essence of primary school students' composition is to practice speaking with a pen. On the basis that students have learned or basically learned to use spoken English, students should learn to speak with a pen, realize the transformation from oral to written, turn writing into a kind of free talk from the inside out, make students interested in writing, and be willing to freely write down what they see, hear, think and feel, thus forming a writing subject, writing their own opinions, expressing their natural feelings and using their own free pen. Obviously, the process of composition teaching in primary schools must be guided by teachers, thus forming a unique "three-dimensional structure" (teachers, students and practice content) that distinguishes composition teaching activities from general cognitive activities. It is a process in which teachers "teach" students to "practice" composition, and it is a process in which bilateral activities between teachers and students are organically unified.
Second, create a situation and dig deep into the connotation of the topic
Composition is the correct reflection of objective things in students' minds. Whether the composition correctly reflects objective things and whether the ideas expressed in the article are healthy depends on whether the students' ideological understanding is correct. Therefore, in composition teaching, we should always aim at creating situations and stimulating students' writing desire, and carry out ideological and moral education on students in combination with specific composition content to improve students' ability to know and reflect life. For example, when I give students the topic of "lovely hometown", I don't just preach to students, but let them write about the loveliness of their hometown and express their love for it. Instead, they are required to make an in-depth investigation and make records, so that students can unanimously realize that only through reform and opening up can our motherland become more and more prosperous. Thus, students' passion for their motherland and hometown is greatly stimulated. Most of the articles written are flesh and blood, and the lines are full of love for the party's motherland and hometown. According to the creation of the situation, we should dig deep into the connotation of the topic, help students sort out their composition ideas, buckle the key points of the composition, and light a bright "navigation light" for the navigation of the composition.
Third, a reasonable proposition to stimulate interest
Einstein once said, "Interest is the best teacher." From the perspective of educational psychology, interest is an internal force, which can promote students to sprout a strong thirst for knowledge, generate a kind of self-pursuit from the heart, and move forward towards the established goals. Composition is a reflection of reality, and life is the source of composition. Proposition composition should be combined with real life. A good topic can often play the role of summarizing the full text, pointing out the center, and stimulating students' enthusiasm and interest in writing, just like lighting dry wood and making it burn. On the contrary, if the topic is inappropriate, divorced from reality or formulaic, students will feel that there is no rice to cook. We should guide students to write familiar people, events, sights and things, and tell the truth, not empty words and lies. Composition is closely related to life, and composition is accumulated by life. Then our teacher should stimulate students' love for real life and their enthusiasm for observation, thinking and writing. Therefore, when writing a proposition, we should pay attention to the following points:
1。 The proposition should have a clear purpose, so that students can break through a difficult point and highlight a key point in each composition when planning an article.
Teachers must have a correct mind and a clear purpose, and ask good questions before teaching, starting with helping students to have the desire to write, helping students to choose materials freely, and helping students to develop their intelligence and imagination. Don't embarrass the students on the proposition.
2。 The proposition should be oriented to all students.
In the class, students' family status is different. For example, some have flown with their parents, seen the sea, climbed mountains, and some have never been far away. If teachers ask students to write articles about oceans and mountains, some students can't write them. To this end, we can write a semi-propositional composition, such as "My first time …" or "I love …", so that students can finish it before writing. In addition, teachers must pay attention to interest, inspiration and timeliness when writing propositions.
Fourth, grasp the writing requirements and train the ability to examine questions.
To write a good composition, grasping the meaning of the topic is the basis of writing. First of all, we should train students to examine questions: first, we should train students to analyze problems. Ask students to analyze some topics in detail and master the meanings of "table" and "inside", "dew" and "containing" of the topics. Ask a few "what" and "how" questions around the topic, and ask yourself and answer them until you can answer "How should I write this article?" For example, "digging a spring", students can ask such questions: "Who dug the spring? What time? Why dig springs? How to dig spring water? What is the result? " In the process of asking questions, students actually grasped the key word "mining" and made clear the development order of things. "remember an unforgettable thing", we should grasp "unforgettable"; "Remember an interesting thing" and grasp "interesting". The second is discrimination training. Ask the students to compare a group of topics, distinguish similarities and differences, and find out the content, center and angle to write. For example, compare "remember a classmate who studies hard" with "remember a classmate who is worth learning", and the latter is more extensive. Besides studying hard, you can also write about being polite, helping others and loving labor. In addition, there must be topic selection, topic matching and topic selection training. Students can quickly find a "golden key" to pass the "exam" by writing their compositions like this.
Fifth, pay attention to the combination of "written" and "oral" composition.
As far as composition teaching is concerned, teachers should pay attention to the combination of "written" composition and "oral" composition, and cultivate students' consciousness of hard training composition. Usually, we should start from the following four aspects: (1) Educate students on the purpose of writing, so that students can understand the importance of writing well. (2) Read excellent compositions in newspapers and magazines and better student compositions, and praise students who are diligent in writing in combination with the actual situation of the class. (3) Combining with the text, create situations and improvise the composition. (4) Use spare time to lead students to visit cities, military units, nursing homes, museums, etc. So that students can learn to observe, see, hear, be good at thinking, describe orally on the spot, and get rich writing materials from life. In the actual composition teaching practice, this is not the case, but the teacher provides students with materials and model essays, so that students can write gourd paintings according to gourd paintings. Providing an outline and setting a framework for students to fill in the "framework text" to guide students' composition ignores students' cognitive process, training process and students' subjectivity in practice, which makes students fall into a passive learning situation. Therefore, the written composition is often parrot-learned, full of lies and empty words, and it is difficult to write a composition with concrete and vivid content, telling the truth, telling the truth and being creative, which not only restricts students' thinking, but also affects the healthy development of students' thinking.
In short, in the current torrent of curriculum reform, we should earnestly do a good job in teacher training, increase teaching and research efforts, improve teaching methods, strive to stimulate students' interest in writing, further guide them to love writing, familiarize themselves with doorways, let students freely choose appropriate expressions, and let them write freely, write whatever they want, say whatever they want, and write their compositions sentence by sentence in appropriate language. Let students actively participate in the writing process, give full play to students' main role, arouse students' enthusiasm for writing, make students regard writing and writing as a conscious need in daily life, effectively cultivate and improve students' cognitive ability, especially their thinking processing and sorting ability, so as to improve their writing ability. Therefore, in the process of composition teaching, it is the ideal state of composition teaching that we should pursue to cultivate students' cognitive ability and language expression ability into a unified whole.