First, find the breakthrough point to stimulate interest.
Stimulating interest and making it clear that the purpose of writing is "half the sky" of Chinese, and the level of students' writing directly affects their Chinese achievements. But in fact, in teaching, we can easily find that many students turn pale when they talk about "writing" and regard writing as a fear. When they write, they often search for the poor, make things up and perfunctory articles. Dealing with things, no initiative and interest in writing. In view of this situation, I pay special attention to cultivating students' interest in writing when I take a new class. First of all, we should cultivate students with "local culture", eliminate students' fear and mystery of composition, and let students find role models and self-confidence. For example, I read my long-term collection of Hu's "Backbone", Hu's "Wu Hongqun's Home is a Car", Dong Baogang's "A Word for a Life" and some literary works I created to students, so that they can understand that literary creation is not within reach, thus making them interested in writing. Secondly, in the initial stage of composition teaching, we should understand students' interests, take what students are interested in as the main body of writing, and make clever propositions. For example, at the beginning of students' enrollment, I took "If I am a Chinese teacher" and "Chinese teacher I want to tell you" as the topic. At this time, students have a strong desire to express themselves and communicate with teachers, so they feel that they have something to say, and most of the articles they write are sincere and touching. Furthermore, in the initial stage of composition teaching, teachers should be good at discovering the "bright spots" in students' writing, not stingy with praise, and use appreciation education and incentive education to stimulate students' interest in writing and enhance their "internal drive" in writing. Fourth, we should make clear the purpose of writing. As mentioned earlier, the level of composition is related to the performance of Chinese exams, especially the college entrance examination, where the composition score is very heavy. The ancients said, "An article will last forever." Therefore, teachers must make students understand the important position of composition in Chinese learning in middle schools and its significance in society in the future, so that students can pay attention to it psychologically and have a correct attitude, laying a good foundation for composition teaching in the future.
Second, do a good job in reading this link.
Reading in class is mainly about reading book knowledge. There are many good articles in the Chinese textbook of People's Education Edition, which are actually good reading materials. Students tend to ignore the content of textbooks. In fact, there are many things worth learning in textbooks. These things are not easy for students to find themselves, so teachers should give students hints in class and consciously instill these important knowledge into their writing. For example, in the teaching process of Du Shiniang Nu Bao Box, I first introduced Suzhou Pingtan's description of Du Shiniang's story, which was catchy and interesting to the students. In this regard, I asked my classmates to study the article carefully and let them analyze and discuss the characters. The students are full of enthusiasm. I gave them a composition question: Please choose a song to write lyrics from any angle according to the story of Du Shiniang. In fact, this is similar to old wine in old bottles, but this form is also the favorite of students. Because this kind of lyrics practice with little difficulty can satisfy their creative desire and expression desire. The students were divided into several groups and it didn't take long to finish the composition. I chose two groups to sing for everyone. The students who performed were very involved and the students who listened were very serious. At that time, I was quite emotional, because Chinese was often regarded as an auxiliary course in the main course by students. In fact, in retrospect, it is the result that the teacher didn't really arouse the students' enthusiasm in class.
Third, we should really feel life.
If there is no life, composition writing can only be passive water and a tree without roots. I write my heart by hand, and creation should come from life. Creation without life is tasteless, even more boring. So when I train students to write, I pay great attention to cultivating their ability to feel life. The infiltration of this ability should also be completed in the classroom. When talking about "Oh, Xiang Xue", I played Han Hong's "Heaven" to my classmates, so that they could savor this song first, especially the joy brought by the railway to Tibetan compatriots and what communication means to Tibetans. Because Shenzhen is an open metropolis, students simply can't understand what occlusion is, the children in the mountains' desire for the outside world, and what the two curved rails mean to these children. Through the understanding of lyrics and the appeal of music, students are more likely to walk into the text when reading. After reading the text, I assigned my classmates the task of writing a comment on Xiang Xuehai. Because writing comments can help students understand the characters more deeply, thus improving their understanding of the characters. When talking about Kabur people, I chose Cui's father and a lot of pictures related to fatherly love for them, so that students can feel the greatness and selflessness of fatherly love in music and pictures.
Fourth, strengthen practice and combine point with surface.
The improvement of writing ability is a gradual process, and it is also a process from knowledge to action. Any perfect theory is futile if it is not combined with practice. Therefore, I apply "strengthening practice and combining point with face" to teaching as an important and effective means to improve students' writing level. "Point" is an article put forward by students themselves and written freely; "Face" is a "composition network" where students' compositions can cooperate with teachers. To this end, I changed the original practice of writing once every two weeks and asked students to "write a short article every Monday and a big article every two weeks". "Small strip" refers to "point" and "big strip" refers to "surface". In order to make students think actively, write fluently and have a wide range of materials, and maintain a high interest in writing without getting bored, I insist on using the "five minutes before class" of each class to "inform" students of the "social news" of the day, so that students can keep abreast of social trends. At the same time, the second class such as "handwritten newspaper" was established in the class to publish students' works on the basis of merit and give students material and spiritual rewards in time. These measures have greatly stimulated students' enthusiasm for writing, and formed a good atmosphere for everyone to love and participate in writing in the class.