Introduction: Writing is more important in Chinese examination. A good composition should have good content besides a good theme. But now many students can't write concrete and vivid contents, which leads to boring compositions. The following is the specific experience of an experienced teacher guiding students to write composition content, which parents can also refer to. Exercise teaching is an important part of Chinese teaching in primary schools. The new curriculum standard requires students to write specific compositions. How to instruct pupils to write specific compositions? I think we can cultivate and train from the following aspects. Guide students to observe life carefully, and naturally try to teach students to observe and be familiar with things around them, so as to accumulate materials and enrich writing content. "Life is the source of writing." The richer the student's life, the richer the writing material and the more specific the content of the article. Several points that should be paid attention to when guiding students to observe: 1, and make clear the scope of observation. For example, observing nature, including climate, plants and animals. Such as observing life, including family life, school life and social life; For example, observing people, including appearance, language, manners, movements, etc. Students should not be allowed to observe blindly, but should know what to observe carefully. 2. Learn the methods and essentials of observation. Observation should be comprehensive and meticulous, not cursory. If we observe the weather, we should not only observe the sky, clouds, wind and rain, but also observe the changes of animals and plants around us. 3. When observing, multiple senses should cooperate. Look carefully with your eyes, listen carefully with your ears, smell carefully with your nose, taste carefully with your mouth, ask carefully, touch carefully with your hands and think carefully with your brain. In this way, it not only deepens the understanding and feelings of the observed object, grasps its characteristics and essence, but also develops the imagination ability, making the described object concrete, vivid, vivid and touching. 4. Cultivate the good habit of keeping an observation diary. Expand reading and accumulate language. Pupils' vocabulary is too poor and their ability to understand and use vocabulary is weak. In combination with reading teaching, we should often recommend good books and articles to students, make them familiar with reading and remember more, cultivate their interest in reading after class, and cultivate their good habit of refining good words, good sentences and wonderful fragments. And create opportunities for students to show their accumulation, which can be combined with word counting, content teaching and comprehensive learning activities in each unit, so that students can show their accumulated achievements, and can also recommend books they have read to their classmates and talk about their own gains. In the process of reading, students learn language and thinking, accumulate materials and knowledge in their minds, understand in reading, try to figure out writing methods and open up new ideas. This long-term persistence will naturally enrich students' language. Through various methods to cultivate students' interest in writing, it may be rare for primary school students to like writing, and the difficulty of writing has become the main reason why some students don't like Chinese. Mainly because I have no interest in writing. So, how to cultivate students' interest in writing? I do it from the following aspects: 1, encourage by example. It is best to select excellent compositions from students' compositions, read them to students, and post them in the learning garden for everyone to see, so that they can know that writing is not difficult, and we can also write good compositions, eliminate their fear of difficulties and establish their self-confidence in writing. 2. Peer support. Students who write well can be invited to introduce their writing methods, and study groups can be used to evaluate each other's compositions, but evaluation requirements should be put forward for students: find out the words or sentences written well by two students and give them two suggestions for revision. In this way, in the process of mutual evaluation and mutual revision, not only can each student have a sense of accomplishment and gain in writing, but also can let them see their own shortcomings and make clear the areas for improvement. 3. Read and show. I often ask students to read sentences and fragments that they think or their peers think are well written in front of the whole class, and then talk about the advantages of this sentence or fragment after reading. Especially for those students who have difficulties in composition, I will give them more opportunities to show and affirm their little progress in time. 4. Face-to-face composition. Every time I change my composition, I criticize half of my classmates, especially those who don't like writing. Such face-to-face communication with students can help them understand more ideas and give them more help and guidance in time. 5. Cultivate students' interest in writing through activities. We can hold some exercises competitions, exercises exhibitions and other activities to improve students' enthusiasm for exercises. Start with the details and make things specific. First, strengthen sentence practice. Instruct students how to write concrete sentences. I instruct students to make sentences, expand sentences and compare sentences, so that students can feel something through observation and comparison. I remember one time when I was writing an exercise on the blackboard, I heard a student whispering. I wanted to turn around and see who was talking, but I didn't listen carefully. When I turned around, I saw that I was not only whispering, but also peeking at the desk box and lying on the table. I got angry and asked, "What was the teacher doing just now?" A classmate raised his hand and answered, "The teacher is writing." I asked again, "How did the teacher write?" "The teacher is writing carefully." Under my guidance, the students' sentences became more and more concrete and vivid: "Teacher Yin wrote on the blackboard seriously." "Teacher Yin took a chalk tip and wrote carefully on the worn blackboard." I continued to ask, "What are you doing?" Some students bowed their heads shyly, so I asked several students to tell me what they had just done and guide them to be more specific. For example, the classmate who spoke before said, "I'm talking." -"I am talking to my classmates." -"I am whispering with Zhang XX." -"I am quietly telling Zhang XX that we are going to play ball after class." I also asked my classmates to talk about what the teacher did and what he did. Q, what do you think now? This not only makes students understand that they can't violate discipline in class, but also gives them sentence training. Many trainings are designed, but they can also seize the opportunity to guide students. Secondly, strengthen the fragment practice. Guiding students to practice in sections is the key to guiding the whole article. According to the content of each exercise, the teacher can choose the focus of the exercise, such as a scene, an activity, a dialogue, a person's appearance, movements and psychological activities. Teachers guide students through observation, imagination, scenery description, scene description, language description, appearance description, expression description and psychological activity description. , and strive to make the fragment concrete and vivid. Lay a good foundation for homework in the teaching of lower grades. In the teaching of lower grades, we should pay attention to oral communication and writing training. We should encourage students to express their thoughts and write down what they say. We should guide students to speak clearly, coherently, completely and concretely, and listen to students' speeches, discussions and explanations. Correct the problems existing in students' oral expression at any time, and guide them in time to concretize what they want to say. For example, in the teaching of reading pictures and writing words, students must look at the pictures carefully and use their imagination to relate the contents of the pictures to a story or situation, and then the teacher will guide them from the simple to the deep, so that students can concretize and visualize the contents of the pictures, and then let them write them down and read them out. In a word, I think the focus of Chinese teaching in primary schools is to cultivate students' reading and writing ability. Improving students' writing level is inseparable from teachers' effective guidance. Only when teachers are patient and meticulous and give guidance to students without losing time can students' writing ability be effectively improved. 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