Writing for primary school students is actually "writing" or "exercise". Before writing, let our students consciously increase the accumulation of written language, expression, writing materials and expression experience in their life and study. The following is a guide to high-level Chinese writing in primary schools, which I have compiled for you, hoping to help you. Welcome to read the reference study!
1. Guiding methods for high-level Chinese writing in primary schools
1. Stimulating interest and promoting Syaraku's writing
As the saying goes, "Interest is the best teacher." In order to make students want to write and enjoy writing every time, teachers must start with enhancing students' self-confidence and stimulating their interest. When students are interested in composition, they will have the desire to write. However, under the new curriculum reform, many teachers still wear new shoes and stick to the old ways, and often put forward many requirements, such as what kind of style to write, what kind of content to write, and a lot of them, so as to frame their thinking within a certain range.
they will be extremely worried, and they are afraid that it will not meet the requirements and that it will be inappropriate to write there. Over time, students are unconsciously afraid of writing, so how can we make students like writing? The author thinks: First, dilute the proposition and advocate free expression. Let students have free space, let students freely collect materials and express themselves freely. Secondly, dilute the style. The requirements of primary school Chinese curriculum standard are: to be able to write down what you have seen, felt and imagined, and to practice writing simple narratives and commonly used practical articles.
Students should write their own inner thoughts, feelings and personal experiences, which is the theme of primary school students' composition. Simply put, let students write what they see, hear, think and feel, as long as the sentences are fluent and they express certain ideas, and try to give students high marks in their compositions. Only by persisting in this way for a long time can students like composition.
Step by step, strengthen basic training
Writing for primary school students is actually "writing practice" or "exercise". We should let students know clearly that homework is writing words and expressing what they want to say in words, which is composition. Teachers should give guidance when they learn to write a composition at the beginning of the lower grades, and let students write by themselves as much as possible in the upper grades, so that students can "write what they think" and achieve the goal of "I write my heart by hand", and don't frame students' thinking, otherwise students have nothing to write, only lies and empty words can fill the blanks.
Around students' writing, teachers should do the following five basic trainings in a down-to-earth manner:
First, word training. Let students read widely and read a lot from the lower grades. Let the students contact their familiar things, their own life reality, read in daily life, and combine word learning with speaking training. The second is sentence training. There are only two forms of sentences: either "what's like" or "who does what". Teachers should ask students to complete the sentences first, and then make them specific.
Teachers can ask students to practice speaking and writing a sentence with four complete elements: time, place, people and events. The third is the training of the section. Pupils combine four segments: the development of things is the sequence segment, the time is the sequence segment, the space transformation is the sequence segment, and the structure segment is summarized and divided. No matter what kind of paragraph, it is to describe the development of things and people's understanding of things, that is, the content of the paragraph and the center of the paragraph.
like a sentence, it is also a description of people, things, objects and scenery, and it also expresses a meaning. It's just to make a sentence more clear and profound. The fourth is text training. A chapter is composed of paragraphs. Through the examination of topics, conception, selection of materials, planning, knowledge and methods, the beginning and end of articles, transition and echo methods, learn to write narrative and practical articles with clear center, more complete meaning expression and proper details. The fifth is life scene training. Use live training to better understand writing from the content.
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 and endorsement competitions, so as to learn how to write competition compositions; Carry out voluntary labor inside and outside the school and learn how to write labor scenes; Hold poetry readings and lectures, and learn how to write the meeting scenes and experiences; Through visiting, browsing places of interest, learn how to write visiting notes and travel notes. Learn observation methods, pay attention to things and events around you, "Pay attention to everything, and you will learn, and the cultivation of human feelings is the article." Through the on-site life composition, I further realize that life is fertile ground for composition. So as to learn to describe things, express the true feelings, cultivate the sentiments of truth, goodness and beauty, and cultivate a good style of writing.
Third, accumulate materials and make a good knowledge reserve
As the saying goes, "A clever woman can't cook without rice." Before writing, there must be some accumulation and reserve. That is to say, before writing, our students should consciously increase the accumulation of written language, expression methods, writing materials and expression experience in their lives and studies.
one is the accumulation of written language. As we all know, students use spoken language in their daily life. Although spoken language is inextricably linked with written language and has many similarities or similarities, written language is more refined and accurate than spoken language. For example, we can usually talk with "this, this, that, that" and other things that have no practical significance, but when it comes to written expression, you have to remove these things. In addition, in oral communication, the movements, expressions and demeanor of both sides do not need to be introduced.
because everyone was present, it was clear at a glance. But when writing an article, you have to explain something. It can be seen that both written language and the use of written language need some accumulation. The written language mentioned here at least includes standardized words and sentences, interesting allegorical sayings, figurative metaphors, famous sayings, healthy jingles, allusions, aphorisms and proverbs. To build a house, it is necessary to prepare building materials, and to build an article. This house naturally needs a reserve of written language. Therefore, teachers should pay attention to consciously guiding children to strengthen this accumulation.
the second is the accumulation of expression. Because written expression is presented in words, its expression is not the same as oral expression, for example, different styles of expression are different. How to write a narrative, how to write a letter, and how to write a note all have a problem of style. The accumulation of expression means reading a lot of extracurricular books, so that students can get nutrition from them.
When reading, we must use the method of comparison and the method of restoring life to experience the subtlety of wording and sentence making. Through imagination to increase nutrition, we can imagine the sentence or full text with beautiful artistic conception and experience the beauty of artistic conception in the text Where are the "materials"? "Materials" are in our life. As long as we feel, experience and express with our heart, we will be able to write good articles.
the third is the accumulation of writing materials. "Ask where the canal is so clear, because there is flowing water from the source". The canal is clear with flowing water, and the literature is rich with life. Life is the source of composition. Without life, "a clever woman can't cook without rice". It is an important way for students to pay attention to the life around them and observe the things around them carefully to collect the "golden waves" in life and obtain composition materials. Therefore, in order to write a good composition and make the article meaningful, there must be a process of seeking "source" and "material", which is a process of collecting, perceiving, experiencing, accumulating and combing composition materials, and a process of emotional initiation and brewing. In this link, only by letting students practice, operate, observe, discriminate, think, analyze and even smell and hear, can they get "first-hand" writing materials and attract a steady stream of "flowing water" of composition.
1. Finding "materials" in subject study
It is children's nature to love painting. Therefore, sometimes, according to the composition topic, let the children draw, paste, design, appreciate and accumulate writing materials by themselves, then they will have something to write and express their feelings when they write their compositions, and the written compositions will be concrete, substantial, vivid and interesting.
For example, once the students were asked to write My Courtyard in the order of orientation, some children said that they lived in a suite and there was no yard at home. I will let the children draw a picture first and design an ideal yard for their home. The children are very excited. They draw flowers, trees, rockeries, Parthenocissus tricuspidata and grape racks around the yard. A string of purple grapes is mouth watering. They paint whatever they like, and the idealized yard makes people clap their hands. After that, let them begin to describe the yard. They have pictures in front of them and feelings in their chests. Why should they worry about having no materials?
2. Embrace nature to find the source
When writing Spring, I created opportunities for children to devote themselves to the vast embrace of nature, embrace nature, read nature, appreciate nature, suck the milk of nature, and absorb a wide range of writing materials to enrich their writing database. Nature is the embodiment of beauty. Walking into nature, one scene at a time is full of paintings. As long as we open our eyes and ears, we can find the beauty of nature and capture the writing materials.
3, into the social classroom to find "living water"
Ye Lao said: "Writing is inseparable from life, and to what extent life is enriched, what words will be made." Therefore, our composition teaching should also break through the closed circle, extend beyond class, connect with life and society. In writing "A Man I admire", I mobilized students to look for touching stories around them, first through oral communication, and then writing. Life is like a source, and articles are like a stream. The source is abundant and the stream is naturally lively. Indeed, with vivid and rich materials, students' compositions are so lively, rich and full of aura, both in title and content.
4. Find "rice" from life practice
On weekends, guide students to participate in life practice, experience the ups and downs of life, and arrange some special homework for children-"Today, I am in charge, I am a small traffic policeman, I am also a shop assistant, and I am a small environmental guardian ... The richness and interest of the composition materials written afterwards are naturally self-evident, and the feelings and interests in these activities are self-evident.
the fourth is the accumulation of expression experience. In addition to the above, we should also pay attention to the reserve of students' writing experience. We often say that there is no method for composition, and writing more is the best method. I think this is a wise saying to improve my writing ability. Writing, like reading, forms writing ability in writing practice. Take the most basic exercise ability, for example, how to define the writing requirements and the topics to be expressed, etc., can not be solved by understanding what concepts and memorizing those terminology. Students' writing is like learning to drive. "If you really learn to drive, you will understand everything after driving 1, kilometers." It can be said that the ability to write is similar to learning to drive a car, and it is also acquired in the process of practice. I think it is very important to reform our writing teaching, and that is to create conditions for children to write more happily. I'm afraid you can't practice your real writing skills just by writing seven or eight times a semester.
fourth, with the help of teaching materials, conduct method guidance.
Text is the best model essay. Teachers should guide students' writing methods in combination with representative texts, so that students can have laws to follow, and the effect is self-evident. Below I take how to describe the details of the characters as an example, and how to combine the text for writing guidance. The next day, I asked him to catch birds. He said, "This can't be done. It must be snowed heavily. It snowed in our sandy land. I swept out a clearing, set up a big bamboo plaque with a short stick, and spread the valley. When the birds came to eat, I only pulled the rope tied to the stick at a distance, and the birds were covered under the bamboo plaque.
There are everything: rice chicken, horn chicken, bighead owl, blue back ... "In this paragraph, how to grasp the details of" sweeping, supporting, scattering, binding and pulling "and show the image of a witty, brave, smart, capable, lively and lovely rural teenager in front of readers. At this time, the teacher can let the students practice writing and write a description of someone you are familiar with. I believe the students will have something to write. The action description of the characters is only one aspect of the detailed description of the characters. Students can also highlight the characteristics of the characters according to the detailed description of the characters' appearance, language, manner, action and psychological activities in the text.
For example, the fragments describing Sang Na's psychological activities in The Poor, Zhang Ga's language in Private Zhang Ga, and his father's appearance and actions in The Back can be imitated by students. Teachers can give guidance by asking questions step by step, refining actions and using rhetoric skillfully, so that children can have something to write and make articles more vivid and interesting. For example, the teacher gives such a sentence and asks the students to write: I saw a little girl, who was young, thin and poorly dressed.
Teachers can ask students to ask questions step by step: How young is this girl? How thin is it? How badly dressed is it? Students can describe it according to this question: I saw a little girl, only about eight or nine years old, with a thin pale face, purple lips with cold, short hair, dressed in shabby clothes and sandals barefoot. Before and after the comparison, it is found that the articles written after such questioning are much more specific. For another example, the teacher gave such a sentence, asking students to write down the action in detail: She picked up the bowl and ate it. How to refine the action of this sentence, the teacher can guide it like this: how does she end the bowl? How about eating? Let the students speak first, and then write it down. Under the guidance of the teacher, all the students have something to write.
Different students have different eating styles. Health 1: She carefully picked up the bowl, picked a few leaves, slowly sent them to the corner of her mouth, shyly opened the cherry mouth, and quickly closed it, like an old loom, slowly and orderly, and occasionally wiped the remaining oil from her lips with a napkin. Health 2: She quickly picked up the enamel bowl, picked up several chopsticks and dishes, and sent them to her mouth with the food. Three times five divided by two, she ate a big bowl of rice at once. The image of a shy girl is written by Sheng 1, while the image of a rude man is written by Sheng 2. Through this comparison, students will know how to write the article concretely. If the teacher properly guides the clever use of rhetorical methods in the article, the article will come alive and achieve the finishing touch.
5. Set up a good shelf and clarify the writing process
Writing is a complex cognitive process, which is a comprehensive training for students to use language, reflect objective reality, express their thoughts and feelings and cultivate their writing ability. Therefore, in writing, teachers should pay attention to guiding students to understand the general process of writing.
The composition process can be summarized as the following four steps:
The first step, preparation ── including topic review, conception, material selection and accumulation;
the second step, conception ── including writing an outline, organizing materials and choosing details, etc.
the third step, drafting ── including wording, sentence formation, chapter formation, etc.
Step 4: Finalize-including the addition and deletion of content, structural adjustment, text modification and copying.
looking at the above,