Reflections on Chinese composition teaching in junior middle schools 1 (1) Teachers' ideas are too traditional.
Influenced by exam-oriented education, some teachers in China only pay attention to whether students can get higher grades, but ignore the cultivation of students' learning ability. Teachers set writing steps for students, and give them ways to cope with the composition test, so that students can change from free writing in the past to writing full of frames now, resulting in students losing interest in writing and lacking creativity in writing.
(B) students' writing divorced from the reality of life
Junior high school students lack rich life experience, so writing sometimes has nothing to say, but in order to complete the learning task, they have to write something they have never experienced. At this time, students may copy the model essay on the text, or make up some content by themselves. Students' writing content is divorced from the reality of social life, which leads to the lack of true feelings in the content of the article. Writing something that you are not interested in passively for a long time will not only make students lose interest in writing, but also inhibit the development of students' writing ability.
(C) students lack language skills
With the development of network technology, many students have learned to surf the Internet, and some students are obsessed with online games. These students face the computer every day, lack communication with teachers and classmates, and have a small amount of language accumulation, which leads to the language barrier and the phenomenon of poor use of words in the writing process.
(d) Students' materials lack originality.
Junior high school students have accumulated some experience in the process of writing and formed their own writing mode, but their writing materials are not new. When writing the most touching thing, students often write about their mother's careful care when they are sick; When I write "When I grow up", I write about washing my parents' feet ... These examples lack originality, and it is likely that most students in the class wrote these things, which not only affect students' grades, but also hinder the development of students' thinking.
Reflections on Chinese composition teaching in junior middle schools II. Composition is a written language form in which people systematically express their knowledge, experience, thoughts and feelings. Writing is also a comprehensive and creative language activity. This is an important task and a difficult point in Chinese teaching. Students' writing ability is an important index to measure their Chinese level, because writing ability is a comprehensive embodiment of their Chinese level. However, in Chinese teaching, listening and speaking training starts early and has a good foundation; In reading and writing training, reading training is heavy, long and wide, while writing training is relatively less in time and quantity, with little effect. It can be seen that the task of composition teaching in Chinese teaching is still very arduous. Improving students' writing ability is an unshirkable responsibility in Chinese teaching, and it is also a teaching link that every Chinese teacher can't ignore.
In the practice of Chinese teaching, I explored and tried the following methods, which are summarized as follows:
First, let students learn to "imitate" composition, encourage students to establish self-confidence, thus eliminating their fear of difficulties.
Imitation is one of the important ways for human beings to learn and master skills, and it also conforms to the psychological characteristics of students. Students are very imitative, so it is very necessary and effective to imitate the model essay first to gradually improve their writing level. When instructing students to write, teachers can train students to imitate sentences, fragments and model essays, so that students can experience the skills and languages of various writing methods from the model essays.
"Imitation" cannot be mechanically imitated, nor can it be mechanically copied according to the model essay. For example, when practicing writing characters' faces, many students write the five senses of characters as "a pair of watery eyes, a high nose, a small cherry mouth, curved arch eyebrows and a red face". Are there really so many people who look like that in this world? The answer is no, this is not "imitation", but "plagiarism". This is a phenomenon that our teachers don't want to see in composition teaching, but it does exist. There are countless examples of this. Therefore, in the process of teaching students to write, teachers should not restrict students' thinking, but should let students have their own thinking characteristics. After learning Spring, let the students know how the article describes the beauty of nature through careful observation, and let them imitate Summer. In fact, when students are trained in exemplary writing, the light of creative thinking shines in it. Their practice is to open the wings of creative thinking and slowly fight the sky.
Second, guide students to read widely and accumulate a lot of materials. And then improve students' writing ability.
To improve students' writing ability, we must first improve students' reading ability. Everyone, with direct experience, always has a limited understanding of society. It is impossible to experience everything if you want to accumulate materials, so you must learn to accumulate more indirect experience. The most effective way to gain indirect experience is reading. Reading is the basis of writing and an important way to obtain writing examples. "Reading thousands of volumes, writing like a god" and "reading is difficult, writing is easy" are the experiences summarized by predecessors in reading and writing practice. Reading is a process of absorption and accumulation, and thoughts, materials, feelings and even language expressions are stored unconsciously. Once needed, these shops will flock to you and jump out to apply; You can choose them naturally, without thinking, and then bring forth the new and express your feelings vividly and perfectly. Reading more books is really a successful way to learn writing well.
2 1 century is the information age, and a lot of information is flowing through various media all the time. Contemporary middle school students have little life experience, so they have to study every day, gain worries, store information, create a kind of potential energy and make stories in their chests. Turn the information obtained from reading into creative ability, thus generating the desire to write without spitting. We recommend magazines such as Wenwen Daily, Reading and Writing Boat, Readers Club, Yilin and Story Club to students for subscription, and often introduce and evaluate the latest books and articles in newspapers and periodicals, disseminate new information, and extensively carry out activities such as "daily reading" and "literary breakfast" to expand students' reading scope and increase reading volume. Naturally, you should read and write more. Any skill and skill needs repeated experience, and so does writing. If the training does not reach a certain intensity or proficiency, it will be difficult to have an effect. Writing is a kind of innovation, and we must understand and try to figure out the law in repeated practice. Get into the habit of writing often. Drip wears away the stone, practice makes perfect, and writing ability is improved through constant practice. Read more books and write more articles. Only by writing more can you write articles with ease.
Reflections on Chinese composition teaching in junior high school III. Chinese composition teaching is very important in Chinese teaching. In fact, the fundamental purpose of Chinese teaching is to cultivate students' oral and written expression ability, and written expression ability is composition. However, there are many problems in Chinese composition teaching, and teachers have paid a lot. The teaching effect is not very high, which is a headache for our students, parents and teachers. There are problems with our textbooks, teachers' teaching methods, students' enthusiasm and many other reasons. So, how to make teachers and students relaxed and happy in composition teaching? Based on years of teaching practice, I want to talk about my own views and practices in order to share with you.
First, the status quo of junior high school Chinese composition teaching
There are many problems in junior high school Chinese composition teaching, and the specific status quo is as follows. First, composition teaching is unplanned. Composition teaching is a very systematic and rigorous teaching content, but many teachers are more casual in teaching and have no systematic teaching ideas. Although the overall goal is clear, when it comes to implementation, "riding a donkey and reading a songbook-let's talk about it" feels that it is time to write a composition, so I temporarily arranged one thing, that is, paying attention to composition and practice, and arranging students to write a weekly diary. And let the students' horses run wherever they want and write wherever they want. I'm afraid we don't know the purpose and effect of this kind of training. Second, the teaching efficiency is low. Students' enthusiasm for writing is not very high. Many students are perfunctory and write casually to complete the task when the teacher's purpose is not clear, and the final writing effect cannot be achieved. Before writing, some teachers don't pay attention to the guidance before writing and comment after writing. When changing, they don't focus on a specific training goal, and they don't comment around a specific training goal. The comments in the correction are all platitudes, and even some compositions are not changed, which is delayed again and again. Some corrections are often to grasp the beard and eyebrows, typos, punctuation, beginning and end, language expression and so on. , and it is all-round correction, all-round comments, and so on. Third, composition is out of touch with life. Life is the source of writing. Without life, writing will become passive water and rootless wood. Our writing teaching is often out of touch with life. Writing can't truly reflect life, and life can't become a topic of writing. Students are neither rich in vocabulary nor familiar with various topics. When writing, their thinking dries up and they are forced to work hard, so naturally they can't write an article.
Second, the cultivation of interest in junior high school Chinese composition
Composition teaching focuses on stimulating interest and creating situations. Interest is the best teacher. With interest, you can learn everything quickly, and so can writing. As long as students are interested in writing, the following composition teaching is not a problem. Traditional composition teaching keeps students in the classroom and confined to textbooks, which imprisons students' thinking, stifles students' interest and buries students' nature, thus making students' compositions empty, boring and false. In composition teaching, some games can be played to stimulate students' interest in composition. Traditional didactic teaching makes students sleepy. Only by joining interesting and beneficial games and introducing activities into the classroom can we cultivate students' strong interest in composition in happy activities. For example, if the classroom is set as a playground, students can pull a wrench, play hide-and-seek, nail buttons, patch and peel apples, which are all enjoyable and the atmosphere is very warm. You can also set the composition class as story meeting, debate contest, theme class meeting and so on.
Reflections on the teaching of Chinese composition in junior high school 4 Writing is an indispensable skill for people to know the world and transform themselves. Writing, as a cognitive activity, ends with the emergence of articles. Cao Pi said in "Dian Lun Paper": The article is "a great cause of statecraft and an immortal event", which shows the importance of writing articles.
Judging from the results of the senior high school entrance examination in recent years, although Chinese teachers have spent a lot of effort and thought of many ways, there are still many unsatisfactory aspects in students' compositions at present: the concept is not novel, the material selection is not typical, the language is not fluent, and even the old problems such as many typos are still widespread, and the composition scores are still very serious. Composition is still the bottleneck restricting the improvement of Chinese performance. How can we improve students' writing ability? It is true that different people have different opinions.
First, let good habits lay the foundation for writing.
Starting from the text, gradually divorced from students' actual model essay writing, people-oriented, combined with students' real life, starting from the content, give students a certain creative space. When the ancients studied literature, they should nourish their qi first. Su Zheyun said: Literature cannot be learned, but qi can be repaired. If we cultivate the noble spirit, then "writing is not difficult to be self-sufficient", and nourishing the spirit is life practice. It is beneficial to give students as many life forms as possible and let life lead the classroom.
We should consciously cultivate students' habit of taking notes and keeping diaries in teaching. Let them write down the classic examples they have seen and felt in their lives in their notebooks, and ask them to read more extracurricular books, and extract the famous words and beautiful articles they have learned from extracurricular books into their notebooks in different categories. As long as what they think is useful can be recorded in their notebooks, they will not have nothing to say or write when writing articles. Because the process of taking notes is the process of accumulating materials. It is also important to keep a diary. Don't ask too much at first. Some students can't write, and some students don't want to write. Teachers should actively guide and help. Teachers don't insist on writing anything in their diaries. They can be what they see and hear, or they can record their inner feelings, even if they only write a few words. After a long time, if they write more, they will make progress and their writing ability will be greatly improved.
As the saying goes, interest is the best teacher, and interest is the most important internal motivation of composition. Students' interest in their writing activities can encourage them to carefully observe some phenomena, ask questions, concentrate on thinking, maintain lasting and stable attention, and improve their creative thinking level, thus writing innovative articles. There are many ways to stimulate students' interest in writing: let students go out of the classroom, observe things around them carefully and be conscientious. The teacher's proposition should arouse the students' interest. Don't limit the content and form of students' compositions too much. Let students write what they usually like to write, so that students will be willing to write. Teachers must be considerate of students, practical, targeted, and especially close to life when making propositions. Sometimes students can write their own papers, so that they can feel and write something.
Teachers are good at discovering the bright spots of students. Due to the influence of exam-oriented education, in the past, we always liked the so-called "high standards and strict requirements" when evaluating students' compositions, and tried our best to find faults. As a result, the more teachers read, the more sad they become, and the more students write, the more discouraged they become. To change this situation, we must learn to discover the advantages of students. When correcting a composition, you should praise more and criticize less. If you can give high marks, try to give high marks, encourage students more and enhance their self-confidence.
Second, let rich teaching guidance ignite writing passion.
Excellent composition has its own advantages. Teaching students in accordance with their aptitude and complementing each other's advantages is the way to write. It is wrong to criticize or be indifferent to students who are out of line. Writing a narrative, he is lyrical. It's harmless to write an argumentative essay and tell a story. We should look at the merits of his article.
Guidance before writing is very important, which is related to the quality of students' composition and the success or failure of composition teaching. Teachers should let students understand the purpose of writing, accurately understand the meaning of the topic, and stimulate the desire to write, but don't overstep their authority. If the guidance before writing is too much and too detailed, students will fill in words and sentences according to the teacher's fixed pattern, which will lead to the pattern and similarity of students' compositions and seriously affect the independence and creativity of students' thinking. According to my experience, the guidance before writing should be about five minutes, mainly to help students deliberate repeatedly, correctly understand the meaning of the topic, and clarify the requirements of the topic, that is, what to write and how to write it.
Similarly, writing an outline is of great significance to improving students' writing ability. With a writing outline, the article has a framework, and it is easy to be clear, well-organized, well-structured and fully expressed when writing. If there is no outline, they just want to write sentence by sentence, where to slide on the watermelon skin, resulting in loose structure and unclear organization. When writing an outline, students are generally required to write the central idea first and then the main content at the paragraph level according to their own ideas. It is best to indicate what materials are used in each paragraph, so that you can write with a clear aim. In the process of composition teaching, I usually ask students to write an outline, sometimes I ask them to write an outline in a composition book, and sometimes I ask them to write it on draft paper. The composition written according to the outline is of better quality.
Writing without interest can only be a dead end Interest lies in effectively stimulating individual creative enthusiasm. With personality and attention, there will be individual consciousness. The long-standing writing problem has been alleviated. Students write their own compositions, and teachers guide and affirm themselves. In this way, my understanding of myself and my grasp of life will be more sure and more delicate. The composition is naturally more accurate and delicate.
Third, let all kinds of amendments improve the ability of re-creation.
There used to be a view that it was a teacher's laziness and a very irresponsible performance to let students correct their compositions. All compositions must be corrected by the teacher himself. Not really. Although teachers have many advantages in correcting their own compositions, they also have some disadvantages. For example, some students just look at the score after getting the composition corrected by the teacher, and then put it in the drawer and ignore it again until the next composition. In the long run, their writing ability will be difficult to improve. Let students participate in correcting the composition, which can make up for the above shortcomings. Through long-term teaching practice, I find that students will gain a lot and make some progress every time they correct their compositions.
This is a summary of my practical research on composition teaching, which only plays a role in attracting jade. There are many ways to improve middle school students' writing ability. In recent years, Chinese teachers have made many useful explorations on this issue, accumulated rich experience and put forward many original opinions, which have achieved good results and are worth learning from. I believe that as long as we continue to explore hard, it is promising to improve middle school students' writing ability.
Emotion makes the language more authentic, interest makes the writing style more comfortable, and sentiment makes the article more profound. In composition teaching, we should catch the fluctuation of students' psychological world, pay attention to the subtle changes of students' hearts, let them consciously participate in composition correction, and take this as an opportunity to drive classroom teaching. At this time, the teacher asked the students to take the initiative to go deep into the compositions of their peers and undertake the task of correcting them. Look at the mountains and the things. Feel the different feelings of people around you from reading, and get emotional experience from correcting, so that your writing disadvantage will naturally be clear.
Examine reality with ideals, root the practice of beauty in the bottom of my heart with correcting writing, and let students face real life rationally and learn to think, think, speak and write consciously and independently.
In short, from the composition around us to conscious creation. Originated from others, higher than others is the law of writing. In the long run, students can form a sense of competition and write good articles with fluent sentences, sincere feelings and touching feelings.
Reflections on Chinese composition teaching in junior middle schools. Chinese ability is the foundation of life, study and work, and writing ability is the comprehensive embodiment of Chinese ability. As a Chinese teacher in middle school, I clearly know that the important task of composition teaching in middle school is to let students master the writing ability of three styles and practical writing, and the level of composition reaches the required level to meet the needs of further study or employment. However, when it comes to the implementation of composition teaching, teachers are often speechless, especially rural middle school teachers, who are difficult to teach and change; It is difficult for students to learn and write. Composition teaching faces many difficulties.
One of the dilemmas: from textbooks. First of all, writing knowledge and training points are scattered after reading or text analysis, lacking basic individual training such as fragment and gradual composition training. Generally speaking, it is obvious that stress and light writing, writing depends on reading. On the second hand, the introduction of writing knowledge in the textbook is simple, the distribution of composition training points is scattered, and the connection between points is loose and weak; Lack of specific composition teaching plans, teaching references, teaching plans and other reference books. Third, the writing training is small.
The second dilemma: from the teacher. Teachers suffer from the lack of composition teaching materials in their hands, and it is not enough to rely on short composition guidance after the unit. As a result, it is difficult for teachers to prepare lessons and teach compositions. Therefore, composition teaching is flexible, giving lectures more or less, or even not giving lectures. Only the composition topic and writing requirements are written on the blackboard, and the whole class time is reserved for students. This kind of random, spontaneous and disorderly composition teaching, with low knowledge content, often fails to achieve the expected teaching purpose.
The third dilemma: from students. Most students are afraid of writing. The reasons are as follows: rural students live a narrow life, ignoring the observation of life and having little material-nothing to write about; I have not mastered the basic knowledge of writing and the methods of examining, conceiving and planning articles in various styles-I can't write; Low cognitive ability, thin language vocabulary, low driving language ability-poor writing; These are the "three difficulties" of rural students' composition, which naturally have factors of students themselves, as well as teachers and teaching materials.
In a word, in the face of all kinds of situations, composition teaching in rural middle schools has indeed fallen into many difficulties. So, how should we get out of the predicament? Finding a way out is an unavoidable problem and a responsibility that Chinese teachers must face and shoulder. To seek a way out from reflection, we must face up to the above-mentioned problems that have got us into trouble and seek countermeasures.
First, the composition textbook is in the text.
It is not enough for teachers to rely only on the composition training materials after the unit to give lectures. The composition textbook is flawed, and it will always be flawed for students of different levels. So where is the way out for textbooks? The way out for teaching materials lies in the text. The key lies in the teacher, who should be clear about the tasks and standards of composition training every semester and make a detailed composition plan in combination with the students' reality. Then teachers use reading teaching to guide writing and combine reading with writing. Reading is the basis of writing, paving the way for writing. Choose an appropriate and typical text as an example of writing and learning, and the object of imitation will guide students according to the content and characteristics of the selected text: how to have characteristics at the beginning and end, how to describe vividly, richly and delicately, how to demonstrate convincingly, etc. These texts are good teaching materials for our composition teaching. The key is that teachers make good use of it and use it skillfully. Secondly, we should combine the content of composition training, make up some specific and systematic knowledge of writing theory, and overcome the shortcomings of composition teaching materials.
Second, improve the effectiveness of the composition guidance course.
In view of the randomness, uncertainty and low knowledge in composition class, enriching the content of composition class and improving the effectiveness of composition guidance is its way out. Formally speaking, teachers can design various classes according to the content of style, such as beautiful paragraph appreciation class, fragment practice class, material evaluation class, picture reading class, reading activity class, composition discussion class and so on. According to different training purposes, teachers can determine the focus and requirements of composition learning from different angles and enrich them. From the content, we should improve the guiding effect and training effect of composition class. Clear training items, objectives and requirements should be put forward in each class. Even if it is the most basic arrangement to practice writing, we should also do a good job of pre-writing guidance and post-writing comments. Insist on lectures with content, training with key purposes and targeted comments, strengthen the guiding significance of composition class and improve the effectiveness of composition teaching.
Third, pay attention to cultivating and developing students' personality, enrich writing materials and improve their interest in writing.
Quality education pays attention to the cultivation, development and promotion of creative spirit of personality. Our composition teaching must also keep up with the requirements of the times. Quality education is to liberate students' personality and spirituality from the imprisonment of exam-oriented education mode and broaden the width and freedom of students' writing. Let students see the society with their eyes and hearts, experience life, feel the truth, goodness, beauty, falsehood, ugliness and evil in life, and then express their true feelings with their hearts, so that life will be enriched and writing materials will be enriched. Teachers, on the other hand, renew their ideas, throw themselves into the tide of education, combine students' psychological characteristics, capture their enthusiasm and excitement for life, implement composition teaching, stimulate students' emotions, put them in situations, let them have something to write, love to write, and make students' interest in writing become active, so that the way out for composition teaching will be found.
In a word, composition teaching in middle schools is really in trouble, which is a long-standing problem for Chinese teachers. To the point where it is necessary to reform and change, our junior middle school Chinese teachers shoulder an unshirkable responsibility. Let's face, reflect, explore and practice hand in hand. The way out of the dilemma will surely be found by us, and the flower of writing will surely be captured by us.