1 How to teach composition? This is a topic discussed by many people. After a semester of exploration, I understand a little doorway. I think the following aspects are of great benefit to composition teaching.
First, it comes from life and serves life.
Chinese originates from life and serves it. Composition also comes from life and serves life. Composition teaching should be connected with life, combined with students' actual life and original knowledge base, and connect students' life pictures with students' emotional communication, so as to inspire students to realize life and life. In this way, it is necessary to mobilize all positive factors and cultivate students' cognitive ability, associative ability and innovative thinking imperceptibly. Of course, in composition teaching, we should also pay attention to developing students' imagination. Innovation is inseparable from imagination, and innovation must be based on imagination. Only with rich imagination can students' innovative ability be better developed. Therefore, in composition teaching, we should pay attention to make full use of various teaching methods, integrate with practice, and cultivate students to dare to imagine, innovate and break away from convention. Moreover, all training should be linked to the actual situation, so that students can accept it more easily. Through training with real life, we can stimulate students' rich imagination, improve students' thinking space, achieve a leap and breakthrough in cognitive ability and improve students' innovative ability.
Second, deal with the training of free composition and basic skills.
How can free composition and basic skills training complement each other and promote each other? This problem has been bothering me. By consulting relevant information, I think the report made by a professor of Beijing Normal University is worth learning and learning from. He believes that free writing should strengthen the training of some basic writing skills. The language foundation must not be relaxed. Exercise teaching should correctly handle the relationship between free expression and Chinese foundation, from focusing on putting it out, from focusing on receiving it out. For example, in the evaluation of homework, it is required to encourage creative expression, so that students can learn from each other through self-revision and mutual revision, promote cooperation and mutual understanding, and develop the habit of independent thinking. Students have accumulated a large number of words and sentences through extracurricular reading. If they are not allowed to express themselves freely and independently, these sentences and words are probably negative. Only in the process of independent, free and independent expression can these negative words and sentences be transformed into affirmative sentences and effectively form a sense of language. It is particularly important to stimulate students' innovative consciousness and spirit. Now some people use an image metaphor to write freely, saying that if you let go, he can fly. Is this metaphor right? Indeed, if the teacher does not let go, the students' homework will not fly. However, if the teacher lets go, the students' compositions will fly. I don't think so. To fly, you need not only a strong desire to fly, but also practical flying skills. Some children can fly because of natural conditions, family conditions and their own conditions, but most students can't fly and fall as soon as they let go. Logically speaking, teachers' letting go is only the main condition, not the sufficient condition. I think that the current composition teaching should focus on two things: one is to stimulate motivation and encourage students to express themselves freely; On the other hand, I think it is necessary to formulate the order of composition training and do a good job in basic skills training. Free writing and basic skills training should complement each other, penetrate each other and complement each other. Free composition is put first and then collected, put in and then taken out, and basic training is put in and then put in.
Third, combine the actual training of this class.
How to make the content concrete, vivid, organized and fluent, and to express one's feelings and experiences correctly, is the focus of writing evaluation course, and also a basic training that students in our class need to strengthen. In view of the learning situation of students in our class and the focus of this exercise, when teaching the composition of Harvest, I put the focus of this exercise on guiding students to write clearly and concretely the process of harvest and express their feelings about it. For this point, I pay attention to the standards of evaluation and revision in communication, guide students to learn to appreciate, learn collective evaluation and independent evaluation, and infiltrate the methods of composition writing, wording and expression. Students who express creativity, unique feelings and can use accumulated famous sayings and idioms are especially encouraged to express their opinions freely, and respect personalized and creative expression and evaluation.
Summary of composition teaching 2 Time flies, time flies. Half a semester of intense and busy teaching work is coming to an end. Looking back on the work of composition teaching this semester, there are both gains and shortcomings, which are summarized as follows.
First, the usual composition teaching, seeking stability and seeking truth.
In the usual composition teaching, I train every student in strict accordance with the requirements of the curriculum standard. Try to reduce the constraints on students' writing, encourage students to express freely and creatively, advocate students to draw up their own questions and practice writing propositional compositions less. This is obvious in the training of diary. The diary I ask students to write is actually a little exercise. Write your own questions and write whatever you want. Choose many excellent books as examples for everyone to learn every week, and look ahead. Then filter out a few amendments and send them out as encouragement. Students' enthusiasm for writing is particularly high, and excellent products are constantly emerging. In addition, I never miss an opportunity for students to practice writing, so that students can gradually learn to observe life, experience life and find writing materials from life. Over time, their clever eyes can discover the treasure house of composition materials by themselves.
Second, innovate the composition experiment and keep exploring.
Since the establishment of the composition experiment consortium this semester, under the leadership of Director Song, we have broadened our thinking and increased our knowledge of composition. I have been studying and pondering on the new composition teaching methods on the Internet and from books and materials sent by Director Song after work. And according to the model on the handout, I have had practical training. Because of the short time, it has achieved initial results. I believe that after solid training, students' compositions will make greater progress.
Third, I have confidence in the future composition teaching.
I have been working for 15 years, but in composition teaching, I have never seen a leader take us out to study experience, sit down and patiently guide us, and introduce excellent teachers to give us a demonstration class learning method. While making continuous progress, I have to overcome all difficulties, be strict with myself, and strive to make the composition teaching in our class and even our school reach a new level in a short time. No pains, no gains. Under the leadership of Director Song, our experiment is heading for success.
In composition teaching, there are still many shortcomings, such as insufficient research on composition questioning methods and more practice on diary from now on, but students think it is simple and the explanation is not detailed enough.
In short, in the future composition teaching work, I will carry forward the advantages, overcome the shortcomings, and try my best to reassure and satisfy the leaders.
Summary of composition teaching At present, there is a common phenomenon in composition teaching: primary school students don't like composition. When it comes to composition, they frown and lose interest, and they always feel that they have nothing to say. However, I can't write, and I can't help writing, so I have to pick up the Selected Compositions and change it. So, how to stimulate students' interest in composition? Some attempts have been made this semester, and some results have been achieved. Now I will summarize some experiences in this teaching as follows:
First, accumulate material.
In composition teaching, I try to guide students to accumulate materials before writing, that is, reading accumulation and observation accumulation, which is not only an important prerequisite for writing introduction, but also can effectively improve students' composition level.
Reading accumulation. I make full use of the extracurricular reading classes arranged every week to guide them to read extracurricular books. Students extract good words and sentences from children's literature, primary school students' selected compositions, excellent compositions, primary school students' learning newspapers and primary school students' weekly reports, and record their own writing ideas and skills. As the saying goes, "reading is like writing a book." . Only by reading more can we learn from others, broaden students' horizons, enrich students' language and improve their writing level. During the accumulation of reading, I ask students to collect and record words and paragraphs that they think are better, and then hold regular reading lectures to let them talk about what materials they have accumulated in recent years.
Observe the accumulation. For example, playing in the wild; Enjoy the beautiful scenery of the park; Participate in voluntary labor; Visit shops and factories; In daily life, we often observe a person's expression, two people's dialogue and so on. Seize these favorable opportunities, inspire and guide students to observe in time, so as to enhance students' ability to discover and capture life, train students to be small observers, and write them down in time, so that the writing materials can be continuous.
Second, cultivate interest.
Interest is the best teacher. How to stimulate students' interest in writing?
First of all, explain the truth and arouse interest. Life is inseparable from composition: if the school wants to select "three good students", I will carry out selection activities in the class to select the three good students, and then let the students discuss why he is a "three good student"? Finally, I propose a composition topic: Remember a "three good students". Only in this way can students have something to say, feel that writing articles is the need of real life, and have interest and consciousness in writing.
Carry out activities and cultivate interest. Pupils are curious and willing to show themselves. Therefore, good training results can be achieved by carrying out practical activities related to the content of this exercise that teachers and students often participate in. For example, at No.1 Zhonghua Garden, we have an exercise entitled "My after-school life". Before writing, I personally guide students to take part in big recess activities. Because this activity left a deep impression on the students, and I personally guided them, the students completed the exercises in a very short time, and most of the articles were very specific and focused.
Taste the sweetness of success and stimulate interest. Teachers should encourage and praise the advantages of students' compositions in time so that students can have a successful experience. For students whose writing level is not high, we should pay more attention to their progress, even if it is a little progress, such as using proper words or writing sentences vividly, we should praise them in correcting, enhance their self-confidence and be willing to make persistent efforts.
In addition, teachers should pay attention to teaching senior students writing skills.
In a word, in order to improve students' writing level, teachers should take various forms to suit their own needs and encourage students to follow the route of "natural introduction (accumulation)-wanting to write (interest)-free writing (skills and techniques)-successful writing (creation)".
Summary of composition teaching 4 Time flies, time flies. The busy teaching work is coming to an end. Looking back on this semester's composition teaching, there are both gains and many shortcomings, which are summarized as follows:
First, the usual composition teaching, seeking stability and seeking truth.
In the usual composition teaching, I train every student in strict accordance with the requirements of the curriculum standard. Try to reduce the constraints on students' writing, encourage students to express freely and creatively, advocate students to draw up their own questions and practice writing propositional compositions less. This is obvious in the training of diary. The diary I ask students to write is actually a little exercise. Write your own questions and write whatever you want. Choose many excellent books as examples for everyone to learn every week, and look ahead. Then filter out a few amendments and send them out as encouragement. Students' enthusiasm for writing is particularly high, and excellent products are constantly emerging. In addition, I never miss an opportunity for students to practice writing, so that students can gradually learn to observe life, experience life and find writing materials from life. Over time, their clever eyes can discover the treasure house of composition materials by themselves.
Second, innovate the composition experiment and keep exploring.
Since the establishment of the composition experiment consortium this semester, under the leadership of Director Song, we have broadened our thinking and increased our knowledge of composition. I have been studying and pondering on the new composition teaching methods on the Internet and from books and materials sent by Director Song after work. And according to the model on the handout, I have had practical training. Because of the short time, it has achieved initial results. I believe that after solid training, students' compositions will make greater progress.
Third, I have confidence in the future composition teaching.
I have been working for 15 years, but in composition teaching, I have never seen a leader take us out to study experience, sit down and patiently guide us, and introduce excellent teachers to give us a demonstration class learning method. While making continuous progress, I have to overcome all difficulties, be strict with myself, and strive to make the composition teaching in our class and even our school reach a new level in a short time. No pains, no gains. Under the leadership of Director Song, our experiment is heading for success.
In composition teaching, there are still many shortcomings, such as insufficient research on composition questioning methods and more practice on diary from now on, but students think it is simple and the explanation is not detailed enough.
In short, in the future composition teaching work, I will carry forward the advantages, overcome the shortcomings, and try my best to reassure and satisfy the leaders.
Summary of composition teaching 5 How time flies! In the blink of an eye, a semester will be over soon before I am confused.
It's even. I have to sigh how time flies! When I suddenly look back on my work during this period, I have joy and sorrow, laughter and tears, pay and gain, joy and a little confusion. It can be said that it is deeply touched!
Due to the shortage of teachers in our school, I not only served as the Chinese teacher and head teacher of Class 5 (1), but also served as the school librarian. The workload is not small.
Composition has always been the focus of Chinese teaching in primary schools. Teachers teach hard, students study hard, and the family is more worried about children's compositions. At present, our students' life is relatively simple, and they basically rush to school from home every day. In addition, they are also influenced by "exam-oriented education", and their homework is too heavy. They don't know enough about natural things and social life observation, and they don't read much extra-curricular books. Their composition lacks material and they have nothing to say when writing. However, teachers' composition teaching still follows the traditional teaching mode and can't keep up with the reality, which is influenced by exam-oriented education, teaching for exams and neglecting composition teaching. Some people don't study curriculum standards enough, grasp teaching methods well, and can't guide students correctly. Some students are too demanding and lack of step-by-step training, which makes them afraid of writing. Under the dual influence of teachers and students, writing has become the biggest headache for students. Many students often perfunctory, or even don't write at all, which seriously affects Chinese performance. This is the same as Wu Zhenliang (20xx, 1, 1 1) of Wei Xiang Humanities Experimental School in the north of the city, which is strongly advocated at present, especially in Chinese quality.
Contrary to improvement. In order to reverse this situation, this paper discusses the effective ways to optimize composition teaching, improve composition teaching quality and efficiency, and improve Chinese ability and level from six aspects. Composition teaching is an important part of primary school Chinese teaching, and it is also a difficult point in primary school Chinese teaching that has long plagued teachers and students-students have nothing to write, and they can't write well; Teachers suffer from poor composition teaching or don't know how to teach. This is a common phenomenon in Chinese teaching in primary schools. I have been working as a Chinese teacher for many years, and there have been many puzzles in my mind about composition teaching, and the students' writing level is not ideal.
Confusion 1: Students are seriously tired of learning to write. Every time I attend a composition class, I will see many students frowning and have no interest in the composition assigned by the teacher. After a class, they only write a few strokes, and then hand them in hastily to deal with the teacher. The students didn't volunteer, but it seems that the teacher forced them out. For example, schools often carry out some extracurricular activities, and teachers will ask children to observe carefully before class to prepare for writing. This greatly reduces students' interest in activities and also affects their interest in writing.
Confusion 2: Most students lack observation and writing materials in their lives.
We can often see such a scene: in the composition class, the teacher sets writing requirements,
Many students refused to write, asked the reason and replied, "I don't know what to write!" " "In fact, there are clear requirements in the composition topic, but students feel that there is nothing to write, and what's more, they scribble. The exercise of Unit 4 in the first volume of the third grade requires writing an observation diary. I will arrange for students to observe a plant carefully one week in advance. In class, I spent a long time writing the order and matters needing attention on the blackboard. As a result, the composition handed in by the child was very simple. I knew it was scribbled at first glance and didn't observe it carefully.
Puzzle 3: The content of the composition is empty and the theme is outdated.
When correcting students' compositions, I deeply feel that it is very common for children to "make a mountain out of a molehill" and "moan without illness". And the article is thin and the language lacks aesthetic feeling; For example, a student wrote in the composition "Beautiful Rooster" that "Rooster is very cute. Its hair is bright and bright. Its eyes are black, and their eyes will move when I touch them gently. " In writing, although students have grasped the typical characteristics of roosters, they have no beautiful words or rhetoric to describe them, which makes the original "live chicken" become a dull "dead chicken". Such a rooster is naturally not cute. This description is neither beautiful in life nor beautiful in language, which leads to the lack of interest in the composition. The content of students' compositions is the same, and the requirements for "novel themes" are far from perfect. For example, once an essay with the theme of "Motherly love" was arranged, and most students wrote "My mother carried me to the hospital when I was sick and took care of me in every way at night. When I woke up, my mother fell down with fatigue. " It looks like it's carved from the same mold.
In addition, students' writing language is poor and their language organization ability is poor; There are many lies, empty words, and no true feelings; Many problems, such as lack of imagination, make it difficult for teachers to deal with composition teaching. Nevertheless, composition teaching is still the focus of Chinese subject, and we need to explore a new way out for composition teaching.
Effective ways to optimize composition teaching methods;
First, create situations and carry out activities to stimulate students' interest in homework. The above example can illustrate one point-"Interest is the best teacher." Writing training under the guidance of interest will get twice the result with half the effort, and cultivating students' interest in writing and expressing their desires and impulses is the breakthrough of composition teaching and the first thing for students to write well.
Step is also a crucial step. There is a saying that a clever woman can't cook without rice, and the word "rice" in the composition is the material. The biggest confusion for students to practice is that they have no material. Where did the materials come from? People often say that life is the source of creation, inspiration and creation. It can be seen that in order to obtain writing materials, we should carefully design some interesting and rich activities from the perspective of life, from the age characteristics of students and according to their hobbies, and do the following: prompt observation points before activities and put forward writing requirements; In the process of activities, consciously guide students to observe carefully and carefully record what they see, hear and feel; Instruct the students to sum up actively and write down the composition immediately. In this way, the articles written by students are more realistic and clearer. In short, in the activities of composition teaching, students have something to write in their compositions, and there is no need to make them up. Let every activity be spent in laughter and laughter, and let every exercise be completed in a relaxed and happy way. In this way, the composition class will become happy and attractive to students, so that they will not be tired of the composition class.
The following are some typical activities that I hold in my teaching.
1. Job Fair asks students to tell the truth.
After learning Pearl Spring, I held a "job fair". First of all, I announce: teacher
As a developer, I set my eyes on the beautiful scenic spot "Pearl Spring" and want to develop this village into a "Pearl Spring Children's Resort". I want to recruit all kinds of staff. In the first round of recruitment, designers were asked to draw the design scheme of "Pearl Spring Resort" and then write it down. Whoever has a reasonable design will adopt it. Children are born to love games. After the assignment, students draw a piece of paper and make a written explanation in just one night. At the competition, the holiday village planned by the children has reasonable layout and complete facilities.
Everything-there are entertainment places, libraries, hospitals, and some have designed garbage disposal stations. These ideas come from the hands of a few-year-old child, which is really amazing.
Then recruit advertising designers. In order to build their own brand and publicize the resort, students are required to write advertising words with distinctive characteristics and highlight local characteristics. The students wrote: "The grass here is green, and the water here is green. This is the children's world." "Pearl Spring is a fairyland in dreams, and Pearl Spring is a beautiful poem and painting." "This is a place to learn, and this is an ocean of knowledge." Wait, the list goes on. These poetic advertising words make people stunned and full of praise. After the recruitment, the students immediately wrote down their feelings. I consciously practiced writing three times in this activity. Because every student is a participant and designer, everyone is full of ideas. The children expanded their thinking space in a relaxed and happy atmosphere and achieved success in their practice.
2. Perform pantomime and let students express their true feelings.
After learning the fairy tales in Unit 5 of Book 5, organize a "fairy tale performance theater" in the class. I divided the students into eight groups and asked each group to write, guide and act. During the preparation, the students read a lot of fairy tales, creatively compiled their own fairy tales, made reasonable arrangements for making props, costumes, artists and music, and reported that the performance was very successful. These fairy tales include the earth's appeal for environmental protection, the dog's treat that embodies unity and friendship, and the turtle's good friend who dares to do things. During the performance, the students fully demonstrated their talents, and every line and every movement was filled with endless creativity; Clever conception and exquisite prop design contain students' emotions and spirituality. After the activity, the students were asked to practice around this exercise. Generate, who is keen on writing, and other students came out.
Summary of composition teaching 6 Chinese teaching in grade three is obviously different from that in grade one and grade two. He is snobbish in all directions, that is, everything is for the senior high school entrance examination and everything is for the senior high school entrance examination. Therefore, its teaching orientation aims at guiding students to deal with and operate the strategies and methods of the senior high school entrance examination questions.
First, combing knowledge points is a long-term accumulation process.
Students can summarize the corresponding knowledge points when they reach the third grade. Many reading questions are actually testing knowledge points in various forms. However, before the exam, our junior three students, such as several angles of character description (language description, action description, portrait description, psychological description), such as several forms of rhetoric (metaphor, parallelism, personification), were still rather vague. Although I made a surprise attack, I clearly summarized the knowledge points in the form of structural diagrams and strengthened them in reading articles, there are still many phenomena.
It is definitely not possible to rely solely on the review assault of the third grade. If the knowledge points can be systematized and infiltrated into daily teaching in the teaching process of ordinary grades, students will have at least one year or even longer to understand the knowledge points and have a process of digesting, internalizing and applying the knowledge points. Similar questions in the exam won't be so difficult for them.
Second, we should train students to acquire knowledge by themselves.
The study of basic knowledge can be very simple. Teachers report answers and students recite them, but after a long time, students develop inertia. Secondly, it is difficult for them to really grasp the answers they have heard.
If at an earlier time, in the process of teaching, we let students develop the habit of consulting reference books frequently and finding answers by themselves with the help of learning materials, their self-study ability will be improved more, their knowledge, vocabulary accumulation and sense of language will be more optimistic, and they will be more confident when they encounter such a topic of filling in the blanks.
Third, let students answer questions regularly and skillfully.
Many times, students encounter similar reading problems, and the most common way is to write letters and follow their feelings to answer them. In fact, the answers to reading articles are also skillful and regular. Mastering the key sentences in the article and the appearance of keywords in the answers can often make the answers to reading questions fast and accurate.
If students have such answering skills before answering questions, the function of a paragraph is often manifested in both content and structure. From the content point of view, it is nothing more than serving the characterization, from the structural point of view, or paving the way, or burying the pen ... then when they answer this question, the general direction of the answer will not go wrong. At the same time, such answering skills will naturally constrain their own answering language and appear more scoring points.
From this point of view, I think that in the teaching process, it is not necessary to engage in reading tactics, but to make an article should have the effect of making an article. Students should understand the questioner's intention when doing the questions, be familiar with and master the skills and rules of answering some frequently-occurring questions, and use them repeatedly in reading training.
4, the classical Chinese examination questions are more and more strongly recited and transferred.
In the classical Chinese test questions of the senior high school entrance examination, the content of explaining the meaning of adding words is basically from the notes below the students' texts. In addition, the scoring policy of translated sentences is that free translation does not add points, and missing a keyword will be cut in half. This strict and cruel way of marking papers makes our classical Chinese teaching quite serious. Summarizing the lessons of past failures, we should pay more attention to meticulous teaching in classical Chinese teaching in grade three, so that the meaning of words can not be sloppy. Teachers are never allowed to string together the main ideas without understanding morphemes, and students must be guided to form the habit of word-for-word translation. In addition, students are required to memorize the notes below the text except proper nouns, including the whole sentence translation of individual difficult sentences. The benefits of reciting can not only meet the questions of classical Chinese in class, but also depend on students' understanding and memory of classical Chinese words in class. My students recite one lesson at a time, and the teacher carries it out one lesson at a time. Then let the students read classical Chinese after class and guide them to transfer the meaning of words in class to outside class. At first, students will not migrate, and they will be confused when they see extracurricular classical Chinese.
5 is the most uncertain modern reading teaching for students.
Of course, the only way to improve students' reading performance in modern Chinese is the old-fashioned problem-solving strategy. However, the beginning of the first half and the second half of the third grade should not be students' sea tactics, but should be teacher-centered. In fact, I found that when I was in Grade One and Grade Two, the students basically didn't understand the scoring skills of modern Chinese reading. Let ten students answer the answers of modern Chinese reading. Even many students don't know how to express their poor answers with pens. Therefore, modern classical Chinese reading answering skills are the key to improve students' reading performance. Teachers pay attention to answering skills rather than just standard answers, so there is hope for students to improve their reading scores. For example, tell students that the answers to argumentative and expository texts can basically be found in the original text; Prose about scenery or things boldly lean on people, and prose or narrative about people lean on feelings as much as possible; Articles about scenery are simplified only by looking at arguments and lyrical answers, while articles written by writers are profound only by imitating the author's feelings and not looking back on the past; All questions are not answered in general, but answered slowly and methodically, so that students can win the scoring opportunity to the maximum extent. Of course, not all modern Chinese reading questions have answering skills, and some directly examine students' mastery of basic Chinese knowledge, such as punctuation, pronunciation and font, and word meaning understanding. Ill sentences, parody and the appropriateness of language are another matter.
Finally, composition can be divided into four categories: flashy, flashy and flashy.
Flattery is the most ideal state pursued by anyone in any era, so I won't go into details here. It is no longer fashionable to say flashy things, but flashy things have taken the lead. I have a different understanding of this. Students' earnest and down-to-earth homework is more difficult than writing with a pen, and their efforts are thankless and their grades are often worse. Gorgeous writing is as easy to attract people's attention as gorgeous decoration, which at least reflects the proficiency of students in using words. If it is not true carelessly, the marking teacher can't bear to kill him, and the score will often be higher than expected. These students have been trained before the third grade. In the third grade, we should train them to try their best to provoke the teacher's feelings under the cover of gorgeous language, so that he may be sad or sad or sympathetic during the boring and long marking process. The most taboo is that he is insensitive. Therefore, students must write with emotion when writing, and ask themselves to impress themselves first, so that they can impress others. Second, try to appear emotional words in the composition, so that the marking teacher will be bewitched by you unconsciously; Third, try to use short sentences, avoid bad sentences and be fluent; Fourth, when feelings are strong, they can be separated into sections to highlight feelings; Fifth, at the end, make great efforts to discuss and express your feelings, so that the last look of the teacher who started to read the paper will become the most beautiful place in your article.
The third grade Chinese teaching is summarized as the above points. Although there are many omissions, I am still willing to share them with you, hoping to achieve the effect of attracting jade.