Xu Dong No.1 Primary School: Lv Zhijuan

How to improve primary school students' writing ability is an important way to use language to express and communicate, and it is a process of understanding the world, self and creative expression. Writing ability is a comprehensive embodiment of Chinese literacy. Writing teaching is one of the important contents of Chinese teaching, and it is also the difficulty of Chinese teaching. To break through this difficulty, I think we should start with improving students' writing ability. The following are some ideas on how to improve the writing ability of primary school students, aiming at attracting more attention.

1. Stimulating writing interest is the premise of improving students' writing ability. Einstein said, "Interest and hobbies are the greatest motivation." Interest is the best teacher, and the best teacher is the person who is best at cultivating students' interest. Most students find it difficult to write, and talk about "literature" turns pale, resulting in weariness of learning. If the teacher does not cure this heart disease in time, then writing teaching will get twice the result with half the effort. The fundamental reason why students hate writing is that they don't know what to write and how to write. According to the psychological characteristics of primary school students, I start with what they are interested in.

For example, before writing an activity, organize students to participate in various interesting activities purposefully. Such as: visiting factories, visiting places of interest, holding rope skipping and tug-of-war competitions. When writing, first conduct oral training in class, encourage students to participate, tell what they see, hear, feel and want in the activity, let them speak freely, and eliminate the mystery and fear of writing. On this basis, students are trained in writing, students complete their compositions in a relaxed and pleasant atmosphere, and their interest in writing also follows.

Second, cultivating reading, writing, reading and writing is an important way to improve students' writing ability. This is the truth that "when you read thousands of books, you write like a god". After students become interested in writing, teachers should seize the opportunity and train students to read and write more, otherwise all previous efforts will be in vain. In order to achieve the goal of reading more books, we should not only carefully read the texts in Chinese textbooks, but also guide students to read useful extracurricular books, from which we can absorb the "nutrition" of writing.

In order to enable students to read more extracurricular books, my methods are as follows: first, encourage students to get a good library card and borrow books from the school library regularly; Secondly, every semester, the "class book corner" is carefully designed to call on students to donate books. In addition, we have friendly cooperation with other classes and regularly exchange extracurricular reading materials. Usually spend some time reading extracurricular books for students and carry out colorful reading activities so that students can have

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The opportunity to show the effect of extracurricular reading and enjoy the joy of progress and harvest. Reading is accumulation and writing is improvement. Only by combining reading and writing can we effectively improve our writing ability.

To achieve the goal of writing more, we must first train students to write good reading notes. The specific methods are: top students can write the main contents of the articles they have read and their feelings; Secondary students can copy the wonderful fragments and beautiful words in the article; Underachievers are different. As long as they can copy a few good words and sentences, they should be affirmed and praised. Secondly, train students to keep a good diary. Keeping a diary can accumulate writing materials, and you don't have to worry about a pot without rice when writing. Diaries are varied in content and unlimited in length. Everything you see, hear, feel and think in your life can be written. Keeping a diary should prevent sameness, and writing a "running account" should be innovative. I encourage students to write a reading note or diary every day, check it irregularly, praise and set an example for students who do well, and patiently guide and encourage students who don't do well.

Thirdly, strengthening composition guidance, correcting and commenting well, which plays a decisive role in improving students' writing ability. Every time I practice writing, I pay attention to guiding students to write. The specific steps are as follows: first, guide the examination of the questions, so that students can understand the meaning of the questions, what to write and how to write them. The second is to guide students to clarify the center of the article and understand why they write, whether to explain a problem, express an emotion or praise a spirit. The third is to guide the selection of materials so that students can understand what materials to choose to better serve the center. At this time, students can take out their reading notes and diaries and choose good materials from them to serve their writing. Examining questions, making ideas and selecting materials are the direction of composition guidance. In addition, we should guide students to criticize words and make sentences, and use various writing techniques and skills to plan the layout of articles.

Only when teachers guide students correctly can students write compositions that meet the requirements. In correcting and commenting on students' compositions, I don't take the traditional way of contracting teachers to correct and comment on them, but encourage students to actively participate in correcting and commenting on their compositions. There are many forms for students to correct and comment on their own compositions, such as * * * discussion between teachers and students, * * * revision in group cooperation, peer review at the same table, personal self-revision and self-evaluation. Let students discover the shortcomings in their own compositions in time, learn from the advantages of others' compositions, and achieve the goal of learning from each other and improving together. Students revise their compositions before copying them into their composition books. After the composition was handed in, I carefully corrected each student's composition. When correcting students' compositions, I try to use some enlightening comments to tap the bright spots in students' compositions. For example, a unique topic, a good beginning and end, a wonderful word and phrase, etc. They are all affirmation and praise, so that students can experience the joy of success and enhance their confidence in writing. In view of the problems existing in the composition, such as typos, improper words, incomplete sentences and so on. , marked with fixed revision symbols, for students to correct their own, and cultivate their ability to correct their own compositions. In the process of correcting, seriously recommend the "masterpiece" of this lesson.

After marking, comment in time. Comments are divided into brief comments and detailed comments. Briefly comment on the bright spots in some students' compositions, give praise and encouragement, gently point out the shortcomings in their compositions, and propose amendments to prevent the same mistakes from being made again in the future. Comment on the "masterpiece" in the class in detail. I will guide students to discuss what are the good points and problems of this article. How to modify it? Let students fully express their opinions and inspire each other, so as to learn from each other and improve together.

The above is my humble opinion in writing teaching practice. Chinese teaching is the success of composition and the failure of composition. In writing teaching, how to improve the writing ability of primary school students remains to be explored by our Chinese teachers.