In terms of exercise content, I think it is advisable to guide students to consider the following points: First, we should choose materials from a unique "special angle". For example, in "I cried", most students simply think from the perspective of "being scolded for making mistakes", but they can do the opposite, choose materials from the perspective of "being moved, proud and happy", and cry for the warm care of the collective and the China football team rushing out of Asia? Cry for China's winning the right to host the 2008 Olympic Games ... Second, choose materials from "special feelings". Because everyone has a different level of understanding, they feel completely different about the same thing. Therefore, it is necessary to choose materials from special feelings, which is also an effective experience in the development of content and the innovation of material selection. For example, a classmate wrote "I'm worried", saying that people often ask his father who works in the telecommunications bureau for help. He felt that his father's actions were wrong. Once, he got up the courage to tell his father about it. Unexpectedly, his father refused to talk to him on the grounds that "children know what". Therefore, he is very upset. This feeling is unique to this classmate. Third, he should choose materials from "special experiences". Because each student's experience is different, what he sees and hears is also different. So when choosing materials, you should write your special experience or "exclusive news". If a classmate writes "a man I admire", consider it from a special experience. His neighbor has been in poor health for a long time and has left the factory, but he has been constantly striving for self-improvement and actively participating in various technical trainings, and finally found his own life coordinates and embarked on the road of re-employment.
2. Try to write children's poems, fairy tales and fables. Let the students try to write their favorite children's poems, fairy tales and fables, which are in line with children's tastes. Whether writing "real life" or "the truth of life", as long as it truly reflects children's experience and feelings of life, it is enough to show innocence and interest.
3. Strengthen the composition training of communication application. Yu Yongzheng, a special-grade teacher, takes the lead in setting an example in this respect and gives us useful enlightenment. In my teaching, I also try to get students to write descriptions for their photos and pictures. Write comments for your small scientific and technological works; Write advertising words for products (such as chalk and pens) of a factory; Design a slogan for "Xixinqiao Primary School"; Create lyrics and class training for the class; Write sketches, cross talks and short plays for the class and carry out literary and artistic activities. In addition, students are also required to write job notices, recruitment notices, recruitment notices, campaign reports, broadcast drafts, host speeches, proposals, letters of introduction, etc.
4. Pay attention to students' imaginative composition. For adults, realistic composition is often easier than imaginary composition, but students are just the opposite, and their imagination is very rich. Mr. Lu Xun said: "Children can admire, they often think of the state on the moon, the underground scene, the use of flowers, and the language of insects. He wants to fly to the sky, he wants to sneak into the ant nest ... "The students are full of curiosity and fantasy, and they like everything. This is their nature. Imaginative composition can cultivate students' innovative thinking, and primary school students especially like to write such articles. A few days ago, students were asked to specify a favorite composition topic, and 73% of them specified an imaginary composition topic, such as me in 20 years, the 2008 Olympic Games, if I am President Bush, if the life span of the earth is only three days, if I ..
In addition, we can often carry out some informal small practice activities, so that students can write some knowledge, talk about some opinions, tell a story and remember an activity, and really get through the content of students' practice.
5. Preliminary study on the composition of multimedia network. With the in-depth application of multimedia network technology in the field of education, a modern education era marked by multimedia network education has quietly arrived, which will inject new connotation into the traditional composition teaching mode. Multimedia network composition can be flexible in form. I divide network composition into the following categories in teaching:
(1) theme composition. Is to create online for a certain theme. For example, the students wrote a composition about the ocean. According to the "sea", students find all kinds of information about the sea from the internet, discuss it online and start writing. Some write about the sea, some write about the fairy tales of the sea, some write about the underwater world, and some write papers on marine environmental protection.
(2) no theme composition. The theme-free composition here mainly means that teachers don't give students a theme, and students can freely search for information they are interested in from the internet to create. Teachers don't make any restrictions, which is a kind of casual writing. For example, a student downloaded a picture from the internet during recess, and the whole picture is on a blue background. There is a thick layer of snow on the ground, and there is a bicycle covered with snow in the snow. He-he wrote about how this bicycle provides convenience for his father, how hard his father works and how much his father loves him. With this in mind, he wanted to take the bike home, for fear that his father would be too cold to go to work. It can be seen that an emotional picture can also stimulate students' creative inspiration.
In addition, the reason why "multimedia" is added in front of online composition is because the creation of composition is not necessarily limited to words. Students can record their feelings by listening to a beautiful piece of music and then write an article, or they can understand a phenomenon by observing one or more beautiful pictures or animations. It is more likely to enter the virtual community and learn about the production and sales process of the enterprise through hands-on operation, so as to draft a feasible marketing plan for the enterprise. It can be said that.
Second, an open mode of thinking.
The ultimate goal of Chinese teaching is to shape and perfect "people", which requires students to open their hearts and become spiritual and distinctive individuals. In teaching, students dare to question, stick to their own opinions, dare to say and think, and do not follow the routine ... these are the concrete manifestations of students' spirituality. Open thinking mode can make the connotation multi-level and rich, stimulate students' interests and expand their thinking imagination space.
There is such a case: the teacher asked the students to write a composition on the topic of grass. In writing, most students praised the tenacious vitality of grass or showed its selfless spirit of silently contributing to beautifying the environment, which is of course good. However, one student criticized the grass, thinking that the grass was weak and spineless, and the wind blew on both sides. Results the teacher ruled that the students' compositions did not meet the requirements on the grounds of digression. I think this composition should be given to.
For a long time, our teaching pursues the uniqueness of answers and the identity of thinking, which stifles the development of students' personality and thinking. Social progress needs talents with different ways of thinking. Why not open our composition teaching and allow different ways of thinking to exist?
1, cultivate students' reverse thinking.
I especially appreciate students with original thinking. When writing the composition "My Mom", most students praised their mother, but one student wrote her mother's selfishness and meanness through two things. I appreciate this article very much, because he can recognize her shortcomings and write it from another angle.
2. Protect students' divergent thinking.
In teaching, we should encourage students to express their views in different ways of thinking and cultivate students' different ways of thinking. For example, writing "snow" can be pure or false, because it covers all the dirty things. To write something, you can write it from this angle or from another angle. Never pursue sameness, really let students "I write, my pen shows my heart."
3. Activate students' multi-directional thinking. We can elaborate from many aspects of materials or topics, and pay attention to the comprehensive investigation of the positive and negative, side, vertical and horizontal factors of things, so as to write ingenious articles; You can also push your own thinking from your own thinking field to other fields, and then get useful enlightenment from other fields and get information and feedback to solve problems in this field. For example, in the face of night topics, students can be guided to think of colorful neon lights, animals coming out at night, overtime workers, thieves breaking into houses, policemen patrolling the streets and so on.
Third, the form of openness.
Just flip through the book Composition Guidance, Famous Teachers Teach You to Write, Synchronous Composition Guidance and the Secret of Composition Success, and you will find an amazing similarity: scary! The contents of these books are "how to start", "how to transition" and "how to take care of"; Or "five methods of examining topics", "six strokes of conception", "seven methods of selecting materials" and "eight essentials of layout" Too many rules and regulations scare the students who have just started sports training.
We encourage primary school students to write "bold compositions". The so-called "bold composition" is to let students write compositions bravely, write their own thoughts, and freely express their knowledge and imagination in an informal way. Imagine a child who just learned to walk. Can you tell him the walking skills? Students can only talk about skills if they keep training in writing practice to make their articles fluent. Some people may ask, is this too indulgent? Actually, it is not.
This is a strategy of "retreat for progress". Only by giving students full freedom and letting them gallop freely in the world of composition can they have unspeakable joy in their hearts, thus generating their desire and interest in composition. Interest is the best teacher. With interest, there will be a strong internal drive. When they are no longer satisfied with low-level expression exercises, this internal drive will drive them to a higher and better level. At this time,
At present, composition teaching places too much emphasis on procedures and words, and once a composition is written, it becomes serious. "Examining questions-conceiving-selecting materials-cutting materials-outlining-drafting" has not yet been written, with no less than 400 words in grade four, 500 words in grade five and 600 words in grade six. Therefore, when students write a composition, they devote themselves to writing "big things", and the more they write, the more tired they become. As for the number of words, there are long and short. Look at the children's sports logs. How many children's excellent exercises are lengthy?
Fourth, open the time and space for exercise.
Composition is a comprehensive training and an open teaching system. If it is limited to two compositions a week,
It is not enough to insist on writing training in schools and classrooms. The time and space for writing training should be open, and students can practice writing anytime and anywhere.
1, combining inside and outside the school. As far as the training space is concerned, in addition to allowing students to carry out homework training on campus, we should also pay special attention to letting students go out of school, observe, feel and think about life in person, and then express themselves freely. We can organize students to visit factories and communities; Arrange for students to participate in public welfare work within their ability and do appropriate housework; Carry out "hand in hand" mutual assistance and mutual visits; Visiting places of interest ... thus expanding the space for students to exercise.
2. Unity in and out of class. Composition teaching should extend from in-class to out-of-class For example, writing "Changes in Hometown" requires students to investigate and visit after class; Writing a composition about "environmental protection" requires students to look for information. We also encourage students to keep diaries. A diary should express itself freely in a small area and in a short space around a certain point. It can describe a small object, a person's appearance, an experience and a scene. As long as every little makes a mickle, the level of composition can be improved step by step.
3. Interdisciplinary interaction. The Great China View tells us that China people are everywhere, and they will always be from China, and everything will be from China. We should pay attention to the interaction between disciplines and infiltrate composition teaching into all disciplines. A wonderful natural experiment class, a fierce tug-of-war competition, an unforgettable manual labor class and an unforgettable dance music appreciation are all good themes for the composition. Chinese teachers should be good at coordinating with teachers in all subjects so that students can learn all subjects well.
Verb (abbreviation of verb) opens the way to evaluation and reform.
Composition evaluation was once a teacher's patent, which was not conducive to cultivating students' writing ability. Mr. Ye Shengtao said, "The priority of' correction' should belong to the author himself." So I think writing teaching should focus on cultivating students' ability to correct their own compositions. Now the teacher has paid attention to let the students try to revise their compositions themselves, but the strength is not enough. We should further open the way of writing evaluation and let students really participate in it.
1. After the composition is finished, the teacher evaluates the overall situation of the composition, and then puts forward the points that should be paid attention to, so that students can correct them themselves. The students carefully revised their homework according to the requirements and methods of revising their compositions.
2. Group evaluation. Taking the study group as a unit, the group leader is responsible for organizing students to evaluate and correct their compositions. First, the little author reads his own works and other students listen; After listening, the team leader will organize the team members to modify and judge the little author's article.
3. Student comments. Let the students comment on the composition. The way is that the students go to the podium and recommend their excellent compositions (including those recommended by themselves). Read this excellent exercise first, and then talk about the success of the exercise and the areas that need improvement.
4. Match each other and correct each other. As the saying goes, so does the beholder. In addition to using the writing method of who sends who, students can also pair up, correct and approve each other. Teachers give students the right to correct, and students are very fresh. They are curious and act as "little teachers" as masters. Therefore, they should pay special attention to the composition of their classmates and peers. In this way, they are trained to correct.
5. Make many changes in an article. No ability can be formed overnight. "Articles never tire of changing", I ask students to make many revisions in an article and repeatedly "deep processing". With the expansion of students' knowledge and the improvement of their understanding ability, they will also feel dissatisfied with their works and will constantly modify, carve and polish their works.
6. Revise old works. After entering the sixth grade, students are required to revise their compositions written in the third, fourth and fifth grades according to their current understanding level. When students look at their old works, they are pleasantly surprised to find that the quality of their compositions has improved. At this time, students have a certain ability to accumulate and modify, so they can easily modify their old works.
We should pay attention to respecting the original intention of the work and give priority to encouragement. Through long-term efforts, students will gradually realize "writing by themselves, without waiting for the teacher to correct".
Composition is an open teaching system. In teaching, closed teaching can no longer be carried out. Only by opening up can the reform of composition teaching have a way out.