First, taste the language of the text.
Any incisive thought is inseparable from vivid language. In order to express their thoughts and feelings accurately, students must master the language ability. The famous articles in the textbook are simple and cordial, euphemistic and meaningful, concise and accurate, or concise and accurate. In the teaching process, I pay attention to guiding students to chew and taste wonderful words and wonderful fragments, appreciate the wonderful and rough, and apply what they have learned. For example, when teaching the word "cage" in Mr. Zhu Ziqing's sentence "Spring" and "There is a thin layer of smoke on someone else's roof", I asked the students to imagine a beautiful scene of "the spring rain is continuous, the air is humid, and the whole roof is covered with smoke". Through this thinking activity, the students realized the vivid image of the word "cage", so some students wrote:
In the morning, I walked on the school path, on both sides of the path, weeping willows. Although the spring is chilly, you will be pleasantly surprised to find that the new buds have sneaked out and looked around, playing the news of youth. The pond next to the lawn is filled with a faint layer of water vapor, like smoke and fog, which reminds people of a seemingly mysterious realm.
In teaching, I also pay attention to guiding students to learn rhetorical devices. For example, in the prose "Winter in Jinan" by Lao She, the language ambassador, I wrote the geographical environment and water of Jinan with appropriate rhetorical devices, which received a strong artistic effect. After studying such an article, I suggested to the students: "Decorate your language with appropriate rhetorical methods." The students are in high spirits, active in thinking and full of witty remarks. Wang described autumn scenery in her hometown like this:
Like the sea of sorghum, the torch is raised, and the endless soybeans ring two bells; Look at the snow-white cotton blooming buds and the heavy ears of grain golden; The thick ears of corn with wooden sticks are upside down, and the sweet potato field is better than the green carpet ... Ah! At this moment, how can you not think of the infinite power of the party's policies!
In order to improve students' comprehensive language expression ability, I actively create a writing atmosphere and create performance opportunities for students. Let students keep a diary every day, pay attention to people and things around them, and observe the changes of natural scenery; Open a column of "Selected Excellent Journals" in the class wall newspaper and show it once a week; Students are required to write "Campus Voice Newsletter", with at least 20 articles per semester; Mobilize students to run a "China Handwritten Newspaper" and conduct a selection once a week; Encourage students to actively participate in various essay-writing speech activities. Such as "I add luster to the school", "I in the new century" lecture, "ode to a red candle" poetry reading, impromptu composition contest, "I love my hometown", "I love my campus" and more than 20 large-scale activities.
Second, grasp the details of the text.
Good detail description, lifelike and vivid, is an indispensable means for the article to show the character and express the theme. In the text, whenever there is a fragment that plays an important role in highlighting the character, it will guide students to compare their tastes and understand their beauty. A series of action descriptions of Kong in Lu Xun's "Confucius" depict this pedantic, pretentious, kind and redundant figure. Zhou Libo's detailed description of "Lao Suntou's wrestling" in "Farewell Message" vividly shows Lao Suntou's humorous character. After that, I instructed students to imitate writing. Whoever borrows from the composition and adapts it well will read praise in class to increase the "appreciation effect". Over time, the students wrote more and pondered thoroughly, and the characters were shaped into flesh and blood. Wang Pingping, a student, successfully used detail description in her composition "Mother's Heart":
..... my mother chased me with a thread. I was about to undress when my mother stopped me:' Don't undress, you'll catch cold!' Mother smiled, her determination forbade me to say anything. My mother hunched over, her aging eyes fixed on the surface of the jacket. I saw his hands shaking, clumsily winding the thread, his fingers stiff, holding the needle hard, and he couldn't put on the eye of the needle again and again. It took a long time to get an injection. ...
After reading these, who won't shed tears for the motherly love of this fist?
Third, imitate the beginning and end of the text
Middle school texts can be called "limelight" and "leopard tail" and can be seen everywhere. A good beginning, sound, people can't put it down; A good ending, strategically located, makes the finishing point, and makes people "turn the first side of the work over and read it after reading it" (Leo? Tolstoy) For example, Wei Wei's My Teacher has only one sentence at the beginning; Mao Dun's translation of Praise of Poplar was lyrical from the beginning, which dominated the whole text. Lao She's Winter in Jinan is the crowning touch. Like this, I always encourage students to take the initiative to "introduce" questions for a long time, and then let them make reading notes, memorize them and become their own. Some students wrote "Unforgettable Teacher", and said at the beginning: "When I saw that red notebook, the past came to my mind, and I will never forget my teacher Liang." Some students wrote "I Love Autumn" and concluded: "I love this mature and prosperous autumn, and I love the workers who created this thriving building."
Fourthly, the conception of "Na" text.
Contemporary writer Cong said: "The conception of a work can be compared to the sketch design of an engineer. Only after repeated deliberation can we build a large-scale building, dig a good foundation and trench, and build a building in Gai Lou brick by brick. This shows the importance of conceiving and laying out an article. Admittedly, there are various ways to conceive a composition, but they can be widely used and taken from the curriculum texture. After learning Yang Shuo's "Litchi Honey", let the students write on the topic of "Earthworms" and "Grass" and adopt the method of raising seedlings for active service; After studying Peng Jingfeng's "Pear Blossom on the Post Road", students were given questions and asked to write them by "misunderstanding method", and the effect was good.
Practice has proved that the combination of reading and writing is an effective way to cultivate students' writing ability, and we will continue on this road to meet a better tomorrow for composition teaching.
Jiang, male, engaged in education and teaching 1983. He was awarded the titles of "Excellent Class Teacher in Zhucheng", "Key Chinese Teaching Teacher in Zhucheng" and "Advanced Individual in Education and Scientific Research in Zhucheng". The thesis "Cultivation of Innovative Ability in Composition Training" won the second prize of outstanding scientific research achievements in innovative education in primary and secondary schools nationwide. The experimental project of "strengthening school management, optimizing educational environment and improving school-running efficiency" was appraised by the municipal teaching and research office and won the first prize. Was hired as "experimental teacher of creative education experimental research project in primary and secondary schools in Shandong Province"; The paper "Attaching Importance to Teachers' Ethics Education and Improving Teachers' Quality" was published in "Primary and Secondary School Parents Talk about Basic Education".