"Composition composition, I have a headache." This sentence, which has been widely circulated among students for a long time, shows from one side that most students are facing different degrees of composition difficulties. Generally speaking, students' writing difficulties are mainly manifested in two aspects: first, they are "speechless" when writing, which is usually manifested as scratching their heads and looking around. Even if it is cut off, it still can't write, sighing and suffering from "writing difficulty". Second, when writing a composition, it is "a bunch of nonsense", that is, the text is wordy, irrelevant, and even I don't know what I wrote. Then, where is the root of this "nothing to say" or "nonsense" composition difficulty? How can we solve students' writing difficulties scientifically and effectively? Modern cognitive psychology believes that schema, as the internal psychological structure of explicit behavior, is the corresponding representation of a certain ability in the brain. Whether a person has a certain ability can be fundamentally explained by whether there is a certain schema in the brain. In other words, the cognitive essence of students' writing ability is the existing composition schema in their brains. From the perspective of information processing, when we face a certain composition situation, firstly, schema can actively pay attention to and select the information related to the composition task in the sensory register, while ignoring the information unrelated to the composition task; Secondly, in working memory (short-term memory), schema memorizes a large amount of information in blocks, which saves necessary psychological resources for information processing and reduces the burden of memory; Then, schema can quickly extract semantic or plot information from long-term memory, and match it with a lot of information in the composition situation that enters working memory, which can provide better retrieval clues and be activated quickly; Finally, when the activated schema decodes and encodes the information from the writing situation, there is often a generic relationship, a general relationship or a combination relationship with the information from the writing situation, which makes it possible for us to understand and express the writing object, which is often beyond the scope of observation. It can be seen that students' writing difficulties are directly related to the activity of the corresponding composition schema in their brains. The composition schema in students' brains mainly includes life schema, language schema and style schema. Life schema is knowledge about real life and students' unique feelings about nature, society and life. Life schema constitutes the source of composition content, which can solve the problem of "what to write" in composition; Without it, the composition will become "cooking without rice". Life schema can be divided into event schema, scene schema and role schema. Event schema is the knowledge about the occurrence, development and result of a certain kind of event. Narrative writing, whether it is notes or characters, is inseparable from the existing event schema in the brain. Event patterns usually contain both tabular information (which sub-events will happen in a specific situation) and structural information (the order, causality and other relationships between sub-events). For example, the event of "washing clothes" should include several sub-events, such as "taking the basin", "pouring water into the basin, adding washing powder to stir", "soaking clothes", "rubbing clothes", "washing clothes" and "hanging clothes", and the order among them should not be disturbed at will. Scenario schema is the knowledge about the place or occasion where a specific scenario takes place. Sometimes a large number of scene descriptions are needed in the writing of narrative, expository and literary works, which requires students to have relevant scene schemas in their brains. For example, a person who has never seen the tide (directly or indirectly) can't write the scene of the tide anyway. In the Southern Song Dynasty, there was a well-known poem "Watching the Tide", the full text was only over 200 words, but it wrote the magnificent scene of qiantang bore, the moving scene of the water army exercise and Wu's superb frolic skills. Just like a landscape painting and a genre painting, the beauty of nature and humanity are intertwined, which makes people feel overwhelmed and immersive. Zhou Mi was able to write the Qiantang River vividly because he personally visited the Qiantang River and witnessed the whole process of the Qiantang River. Role schema is knowledge about a certain kind of people. People of different genders, ages and classes have some relatively stable characteristics. People synthesize these knowledge and form a role schema about a certain kind of people. In the writing of narrative and literary works, it is necessary to shape the images of people or things, which are the representation of the role schema in the writer's mind. When it comes to soldiers, we should immediately think of images such as neat military uniforms, mighty steps, fighting floods and taking the lead, and being desperate. Language schema and style schema determine the form of composition. With them, the problem of how to write a composition can be solved. Language schema is knowledge about basic language skills, including basic language materials and language rules, such as vocabulary, grammar, rhetoric and other basic knowledge and skills of modern Chinese. Specifically, we should accumulate and skillfully use a certain number of commonly used Chinese characters and vocabulary; Be able to use punctuation correctly; Be able to choose different phrases and sentence patterns flexibly according to the needs of expression; Can flexibly use figures of speech such as metaphor, metonymy, exaggeration, parallelism and rhetorical question according to the needs of expression. As far as a single skill mentioned above is concerned, it can often be acquired in a relatively short time, and its application can be automated. However, as far as the overall need of forming writing ability is concerned, the mastery of these skills depends on accumulation, which is by no means a one-time achievement. For students, basic written language skills have been formed, but there are individual differences among different students, and some students have poor basic written language skills, such as a large number of typos and poor sentences, which seriously limit the expression of composition content. Stylistic schema is knowledge about the form or linguistic features of a certain kind of article. Each style has its own unique structure and language features. Narrative consists of six elements: time, place, people, events, causes and effects; Its manifestations are mainly narrative and description, with lyricism and argumentative; Narrative methods include direct narration, flashback, insertion and supplementary narration. Explanatory text mainly focuses on explanation, or introduces things or explains things. Interpretation methods such as definition, column data, examples and analogy are usually adopted. According to the order of interpretation, chronological order, spatial order, logical order, etc. Can be used according to the need to explain things. Its language is accurate, clear and concise. Argumentative writing consists of three elements: argument, argument and argumentation. The expression is mainly discussion, and the structure usually includes introduction, theory and conclusion. Its language features are different from narrative and explanatory texts, and accuracy, salience, generality and rigor are the basic requirements. In addition, poetry, prose, novel, drama and other literary genres, as well as letters, notices, summaries and other applied styles have their own specific styles and language norms. This knowledge is reflected in the brain and forms the stylistic schema of a certain kind of article, and the specific writing must be based on having the stylistic schema of this kind of article. If students are asked to write "My Favorite TV Program" in descriptive style, some students will talk about his watching a wonderful TV program, while others will say, "Oh, how much I love this TV program!" ..... This shows that their brains do not have the stylistic schema of expository writing. To sum up, we can see that various composition schemas, as the psychological organization of composition knowledge, gather all kinds of knowledge involved in composition activities. These knowledge interact and depend on each other, forming an organic whole and becoming an important tool for information processing in the process of composition. Having and being able to extract the above schema smoothly is a necessary condition for writing a good composition. In the face of students' writing difficulties, teachers need to conduct specific "schema analysis" to analyze the existence and extraction of students' relevant composition schemas. Students have nothing to say when writing. Generally, there may be several situations: First, students lack the corresponding life schema in their brains, that is, they know nothing about the object of writing. As the saying goes, "A clever woman can't cook without rice." What can she write without content? Second, although students have corresponding life schemata in their brains, they lack language schemata and corresponding stylistic schemata, that is, they lack means and ways to express their contents. Content ultimately depends on form to express, without form, how to write? Thirdly, there are corresponding composition schemata in the brain, including life schemata, language schemata and style schemata, but they can't be extracted when writing. The so-called "jiaozi is cooked in a teapot-the goods can't be poured out". How is this done? Generally speaking, there may be three situations in writing: first, without a certain life schema or stylistic schema, that is, without a certain composition material or stylistic schema in the brain, the result of "hard writing" and "making up the number" is bound to be "nothing to say" or "pulling the gourd in the east and pulling the gourd in the west"; second, lack of language schema and insufficient basic language skills lead to "platitudes" and "not saying anything" Third, the materials in the brain are too miscellaneous to be properly screened and organized when writing, so the text becomes a "platter of materials" and so on. This shows that students' existing composition schema structure is not good, and they can't organize and sort out the "materials" about their compositions around a certain theme, resulting in many bad situations that they shouldn't write and shouldn't write. The above schema analysis of composition difficulties inspires us that in composition teaching, Chinese teachers can take corresponding "measures" to guide students to solve composition difficulties-or help students acquire corresponding composition schemas, or help students extract corresponding composition schemas smoothly, or help students optimize corresponding composition schemas. Guide students to obtain the corresponding composition schema. As mentioned above, students' composition schema mainly includes life schema, language schema and style schema. When writing difficulties arise due to the lack of these schemata, the best way to solve the difficulties is to supplement the missing schemata to students. First, supplement the life schema. "Ask which canal is so clear? Because there is running water at the source. " The content of composition comes from life. In order to get rid of the embarrassment of "a clever woman can't cook without rice" and give students something to say, teachers should guide students to acquire and enrich life schemas. First of all, guide students to be people with conscience in life and gain a direct understanding of nature, society and life in colorful life practice. Secondly, guide students to acquire indirect knowledge about nature, society and life from books, networks and other media through extensive reading activities. The acquisition of life schema has a process and needs a period of time. Therefore, for students who have difficulty in writing due to lack of life schema, teachers should give them the opportunity to prepare their compositions and give them enough time to prepare materials. They should not be required to finish their composition in class, otherwise it will only be counterproductive: they can't write their composition, and they will lose confidence in writing because they have accumulated too many "difficult" experiences. In the process of supplementing life schema, teachers should provide students with necessary help: or guide them to carry out relevant life practice, or urge them to read relevant media (such as books, newspapers, etc.). ) ensure the concentration and directionality of the theme of life schema, and the profundity and extensiveness of the content. If students are required to write instructions on how to wash clothes, teachers can arrange for students to practice washing clothes and guide them to pay attention to the steps and procedures of washing before writing. If students are asked to write an article on the topic of "filling", teachers can guide students to read biographies of celebrities' growth process and draw a conclusion that the growth process of these people is indispensable to filling their hearts with confidence, courage, strength and diligence. Second, supplementary language schema. For the writing difficulties caused by the lack of language schema, teachers must try to supplement language schema for students. There are many manifestations of the lack of language schema: some students lack language materials-vocabulary, some students lack language rules-grammar, some students lack language skills-rhetoric, and so on. Teachers should make up lessons for students according to specific conditions. People with insufficient vocabulary should be guided to accumulate vocabulary, including general accumulation and special accumulation. The former refers to the accumulation of commonly used and general words not for the needs of a specific composition, but for the needs of all possible compositions, which requires you to pay attention to and write down crucial words anytime and anywhere in your usual reading, study and life. The latter refers to the accumulation of special words for writing. If you want to describe someone's selfless study or work, you can accumulate words such as "forgetting to eat or sleep", "concentrating", "diligent" and "diligent". To describe the clearness and loveliness of a stream, we can accumulate words such as "flowing water", "crystal clear", "cool and delicious" and "clear and transparent". ..... For people who lack grammar or language skills, they should choose to read or even recite some typical articles (such as those of Lu Xun, Ye Shengtao and Mao Zedong) to cultivate a sense of language; On the other hand, we should train them through imitation, rewriting, abbreviation and expansion, improve their language level through repeated modification and selection, and master the language rules through "example-rule" and "rule-example". Third, supplement the stylistic schema. Stylistic schema constitutes the framework of composition and determines the style and appearance of composition. Different from other situations, the writing difficulties caused by the lack of stylistic schema are relatively easy to control. As long as the method is right, it will be effective in a short time. Generally speaking, as long as students study 2-3 typical essays carefully and master them thoroughly and skillfully, they can learn them as a "routine" of style, and then learn about 2 as a flexible example of "variation" of style. For example, to learn the style of expository writing, we can first carefully study Ye Shengtao's Suzhou Garden, Mao Yisheng's China Stone Arch Bridge and Zhu Kezhen's March into the Desert. Through the examples of these three articles, we can generate the stylistic "routines" of expository writing in students' minds, including: grasping the characteristics of things, using reasonable interpretation order, choosing appropriate interpretation methods, using interpretation-oriented expressions and using accurate and concise language. Then, by studying carl sagan's Japanese Crab and Guo Zhi's Death of a Vulture as "variants" of explanatory styles, we will understand that sometimes, in order to achieve some explanatory purpose, we can rely on vivid and rich materials, choose unconventional explanatory methods, use narrative, description and other expressions, and use lively language. Guide students to extract the corresponding composition schema smoothly. More often, we will see that after reading a good composition, students always say, "I know that, but I can't remember it at that time!" " Sigh. This shows that students' writing difficulties are not all due to the lack of corresponding composition schema, and sometimes it is because they can't remember it for a while, so it is difficult to extract composition schema. At this time, the effective way to solve the difficulties is to activate the students' relevant composition schema. Therefore, teachers should use all possible teaching methods to stimulate students' positive thinking by providing clues to activate long-term memory, guide them to produce relevant associations and imaginations, and urge them to extract relevant composition schemas smoothly. Specific methods include: inspiration, discussion, questioning and situation. Pointing refers to the key points and difficulties. Pointing is characterized by randomness and pertinence. It requires teachers to be good at distracting attention, be sensitive to the subtle psychological dynamics of students' compositions and respond in time: or "bridge and pave the way" for students' temporarily interrupted nerve connections and promote their "sudden connections"; Or with the help of the knowledge or experience of students' existing articles, provide a fulcrum for students' thinking lever. In short, teachers can provide fully active conditions for students' existing composition schema, open up the joint points of cognitive conflict, and let them think and recall smoothly. As an open, democratic and interactive way of teacher-student activities, discussion is conducive to highlighting the initiative and enthusiasm of students' thinking, and it is easy to have a strong thinking collision, so that many relevant composition information in students' brains is quickly activated. Discussion should follow the objective principle, and teachers should guide students to discuss the life schema, language schema and style schema of composition. The form of discussion includes group discussion and class discussion in scope, and teacher-student discussion and student-student discussion in object. Teachers should reasonably arrange the content and form of discussion, standardize the discussion process, and keep the discussion activities in a certain direction and reach a certain depth and breadth. Learn to question, questioning can enlighten thinking, and questioning begins with asking. Questioning is the most convenient means for teachers, students themselves or students to activate relevant composition schema in the form of questions through words. Questions can be divided into straight questions and curved questions. Generally speaking, direct questioning can directly reach another point from one point, which is quick to activate, but easy to be simple and superficial; Wen Qu can start from one point, follow the trail, and extend to several key points, that is, from point to line, or from one point to countless points, that is, from point to surface, so it can leave a broad thinking space for students, produce many associations, and activate relevant composition schemas more easily. Modern multimedia means are increasingly applied to teaching practice, which provides an excellent opportunity to solve students' composition difficulties. One of them is that we can use it to create relevant situations and activate the composition schema. In short, some methods can be used to activate the composition schema in teaching, such as nudging, discussing, asking questions and creating situations. These methods have their own characteristics and applicable occasions, and each has its own advantages and disadvantages. As long as it meets the actual needs, is conducive to activating students' composition schema, and conforms to the principle of optimizing teaching efficiency, it can be boldly adopted. Therefore, teachers should be good at comprehensively considering specific situations, including genre characteristics, theme characteristics, student characteristics, teachers' teaching personality, teaching equipment conditions and so on. , and choose the activation method flexibly. If you want to take "perfection" as the topic, write an article with an unlimited genre and more than 800 words. To get this topic, students may face two difficulties: one is what to write, and the other is how to write. Let's talk about how to solve the difficulty of "what to write". After careful analysis, the students' brains are not short of writable contents at this time, and there are abundant materials for long-term memory to choose from, but they can't remember for a while, and their brains are "blank" for a while. In fact, as long as teachers use relevant teaching activities to help students "speak", this problem can be solved smoothly. To this end, teachers can tell stories and introduce students into the topic situation: "A cut circle wants to find its own integrity and look for its own fragments everywhere. Because it was incomplete and rolled slowly, I was enjoying beautiful flowers all the way. It chats with bugs and fully feels the warmth of the sun. It kept looking ... until one day, it realized its wish. But as a complete circle, it rolled too fast, missed the flowering period and ignored the insects. When it realized all this, it resolutely abandoned the fragments it had worked so hard to find. " After listening to this fable, I was inspired. After association, some students have been overwhelmed by the article. Of course, teachers can strike while the iron is hot and ask questions, such as "What do circles pursue? Is the pursuit of beginning and end the same? " "What is the circle to give up? Why? " "The circle is like this, then, what about life?" ..... If necessary, ask the students to discuss for a few minutes. In this way, most students' ideas will be wide open, and the "perfect" materials about nature, society and life stored in their minds will rush out like the water in the reservoir opens. Guide students to optimize the corresponding composition schema. Sometimes, students' existing composition schema needs to be optimized, which may exist in three aspects. First, optimize the life schema-good at accumulation. In fact, compared with the requirements of composition, most of our students do not lack life. What they lack is to observe and think about life with their heart. They either "turn a blind eye" to the life around them or "skim flowers". As a result, many profound life contents have slipped away, leaving a lot of superficial and irregular things. This kind of life schema has serious structural problems, either it is not easy to extract, or extracting it into words is a bunch of nonsense. The optimization method is to classify and deepen the materials in the process of accumulation, including the rationalization of image materials, the rationalization of result materials, the essentialization of phenomenon materials, the comparison of similar materials, the centralization of scattered materials and so on. For example, students may all know the story of the "Hongmen Banquet". If students only regard this story as a pure historical story when they first accept it, then the fate of this material will either be abandoned by the owner in a forgotten corner or extracted as a pure historical story in the future. If we can think deeply about this historical story, we can derive many truths from it, such as "sincere unity is very important", "leaders should know how to be good at their duties", "be flexible when doing great things", "one should be good at seizing opportunities" and "don't pursue fame and fortune" and so on. When we consider these truths after that day, we will naturally think of the story of "Hongmen Banquet". Second, optimize the language schema-cultivate a good sense of language. Let's look at a passage in a student's exercise: "... law is the standard set by people, representing people's wishes and standards." Everyone is equal before the law and should act in accordance with the law. But there are always some people or units who want to stand (take advantage) and use the law to do (do) right. ..... China people should have a kind of patience, don't be afraid of numbness (annoyance), or eat steamed bread to catch their breath. In this way, you can better protect yourself and attack those who want to hurt you. Each of us should have the spirit of 1 (1) sharing money to fight relationships (lawsuits). This can show our strength (interest). Some people may say: it's crazy to fight for a dime. ..... "Obviously, there are many language problems in this passage, such as typos, incomplete sentence components and ambiguous meanings. It shows that students' language schema structure is not good, and they need training to cultivate a good sense of language. Methods include two aspects: first, targeted training for specific language errors, such as "typo", "language repetition", "improper collocation of words", "incomplete composition", "mixed sentences" and "ambiguity"; You can also modify the polished text during the writing process. The other is to accumulate language sense by reading and memorizing some typical articles. Third, optimize the stylistic schema-what to write like. Many students sometimes have words that do not conform to the stylistic characteristics of their compositions, such as narratives. As a common way of expression, it does not exclude narrative style, and it is often used in argumentative and explanatory texts. But the function is different and the weight is different, so it should be handled carefully in use. We often see long and detailed narratives in some students' argumentative essays. Most of these words are for argument "nonsense" and need to be simplified and compressed. This phenomenon shows that some of their stylistic schemata are poorly structured. The ways to optimize the stylistic schema are as follows: 1. To provide an "advance organizer", that is, before writing an article of a certain genre, teachers should inform students of the writing requirements of the genre, including conception, material selection, writing, language and many other aspects. The "advance organizer" provided can be a "general advance organizer" about certain stylistic features, such as "the unity of views and materials" in argumentative essays; It can also be a "comparative organizer" to distinguish different stylistic features, such as the different requirements of narrative and argumentative writing. The second is to provide articles that do not meet the stylistic characteristics and have poor structural problems for revision training. This method has strong operability and good effect. Training students to solve the problem of poor stylistic structure is helpful for students to clarify their vague understanding of certain styles, so as to better grasp the stylistic characteristics and achieve the effect of writing like what.