Primary school Chinese composition teaching paper 1: Analysis of Chinese composition teaching in rural primary schools
Abstract: Rural education is restricted by economic conditions, geographical conditions, teachers and other factors, and has been unable to achieve satisfactory results for many years. At present, there are many restrictive factors in rural primary education. It is necessary to overcome these unfavorable factors and create a better learning environment and platform for students, so that they can accept more knowledge and enjoy more learning fun like children in cities. This is a subject that education departments and rural educational institutions in China are facing at present. This paper analyzes composition teaching in Chinese teaching in rural primary schools.
Keywords: rural areas; Primary school Chinese; composition
Chinese composition in primary schools is an important teaching content in primary schools. In rural primary schools, how teachers make use of existing resources to maximize the teaching effect and quality and help students lay a good writing foundation has become the key to Chinese composition teaching in rural primary schools. Teachers should change their teaching ideas, make use of the advantages of existing rural resources, foster strengths and avoid weaknesses, stimulate students' learning enthusiasm and help them accumulate more writing experience. Writing is an important part of Chinese teaching. For a long time, many students are afraid of writing. When they hear writing, they always have a headache. Some say there is nothing to write, some say they don't know how to write, and some say they can't meet the required number of words, which always makes them uninterested in writing. The main reasons are insufficient accumulation of materials, inadequate mastery of composition methods or improper training.
First, make full use of natural resources to stimulate students' innovative thinking
Chinese is not only a tool discipline, but also a basic discipline. Teachers should base themselves on this point and pay attention to the comprehensiveness of the subject itself. Writing is a means to cultivate students' imagination and creative thinking, and it is also a platform for students to improve their innovative consciousness and ability. Based on the existing teaching conditions in rural schools, teachers should first start with their own professional quality, enrich their own experience and knowledge reserves, and actively change their thinking in order to find new teaching ideas. After establishing innovative ideas, teachers should actively cultivate students' innovative consciousness, tap teaching resources in the natural environment, and let students stimulate interest and broaden their thinking in the process of contacting nature. ? Interest is the best teacher? Therefore, I think how to stimulate students' interest in writing in Chinese teaching activities is the key to improve students' writing ability. It can open the floodgate of feelings, ignite the spark of inspiration and open the heart. Only when students have an intrinsic interest in writing can they actively study and explore, have a strong motivation, give play to their intelligence, and then develop good writing habits and improve their writing level.
For example, with the theme of "beauty around me", teachers lead students to the fields, or organize outings to feel the beauty in nature, so that students can observe their usual cows, sheep, rice and birds. With the help of the power of nature, they can teach students to observe things, grasp the beauty of things, discover the characteristics of things, and use them as writing materials, so that their compositions are no longer empty and tasteless, and students' thinking has also been exercised. In rural primary schools where the existing teaching resources are not perfect, it is an indispensable skill for Chinese teachers in rural primary schools to know how to innovate teaching, be good at using the favorable conditions endowed by nature, teach students in accordance with their aptitude, use local materials and start composition teaching.
Second, the use of diverse teaching methods to expand students' writing thinking
Chinese teachers in rural primary schools should start from students' learning characteristics when carrying out composition teaching. At this stage, it is difficult for students to concentrate for a long time and be curious about new things. Then teachers should grasp these characteristics of students and comprehensively use teaching methods, such as situational teaching method, group cooperation method, game teaching method, etc., which can quickly concentrate students' ideas, expand students' writing ideas and help students improve their writing level.
For example, judging from the title of the article, the most crucial point is how to teach students to grasp the main points of scene description. If the teacher rigidly stipulates the reading range or blindly explains, it is difficult for students to find the essence of writing, then the teacher can organize students to hold a knowledge contest and buy some prizes with class fees. Students will be divided into several groups, and which group will win a certain reward. In this way, students will be very interested and enthusiastic about participating in activities. Because students personally participate, the details of the knowledge contest will be clearly remembered, and the scene description will be more detailed in the following writing. Of course, the activity depends on the actual situation of class hours and teaching, but such competition activities can not only promote the communication between students, activate the classroom atmosphere, but also stimulate students' interest and expand their thinking, which is a good teaching method.
Third, with the help of diary training, improve students' writing ability.
An important reason why students' compositions are difficult to write and vague is that they have not developed the habit of paying attention to life and observing carefully. In order to improve students' writing level, I first ask students to be careful people in life, start from bit by bit, cultivate students' observation ability and written expression ability, let students go to nature and society to find materials, and write them down in the form of diaries in time, and the writing materials will be continued. The most common defect of students' compositions is that they don't have enough ideological depth, that is, they can't dig out certain connotations from ordinary life. Some students actually think that there is nothing worth writing about in ordinary life. To solve this problem, it is necessary to keep a diary.
When students write down what they saw, heard and felt that day, they will inevitably reflect on life in retrospect, or point out their own shortcomings, or judge the behavior of others, or cheer for themselves. In the sample survey, articles with reflective content in students' diaries account for more than one fifth of the total, and those who cheer for themselves account for about one eighth of the total, accounting for more than 40%. Therefore, it is the diary that promotes students' reflection. A diary, as its name implies, is a diary. This requires students to have perseverance, perseverance and long-term persistence. The formation of language sense and the improvement of writing ability do not happen overnight. Only long-term persistence can achieve the expected results. Keeping a diary can meet this demand. Although there is not much diary every day, it is accumulated over time and persisted for a long time. Every day, students should carefully choose words and chew them repeatedly, and a sense of language can be formed in this unconscious unconscious.
In the teaching of Chinese composition in rural primary schools, teachers should fully tap the course materials, make use of natural resources, broaden students' horizons and stimulate students' writing inspiration and ideas. Although there is a gap between rural schools and urban schools in hardware and equipment, rural children have more precious wealth and resources than urban children, that is, nature. Teachers should lead children to feel the nature, observe the scenery and animals, insert the wings of imagination into a beautiful childhood and let children learn to write.
refer to
Liu Bo. The present situation of rural students' knowledge reserve and the cultivation of reading habits [J]. New Curriculum (1) .2013 (08)
[2] Sun. Multi-channel, Multi-method, Strategy Subtotal and Small Strategy Seeking Truth ―― On composition teaching in rural primary schools [J]. Counselor.2012 (33)
Primary Chinese Composition Teaching Paper 2: Methodology of Primary Chinese Composition Teaching
For writing, it is a reflection of children's expression and communication by using the Chinese knowledge they have learned, and it is also a process for children to know the world, know themselves and create expressions. However, all primary school Chinese teachers have found that the vast majority of children have an aversion to writing, and even appeared. As soon as they took the composition class, their hearts were filled with fear. Then, in such a passive learning situation, it is impossible for children to have a good writing state, let alone improve their writing level.
Keywords: primary school writing; There is a problem; teaching method
Writing is a very important aspect of Chinese teaching in our primary schools. Children's writing ability is a comprehensive embodiment of Chinese literacy. For writing, it is a reflection of children's expression and communication by using the Chinese knowledge they have learned, and it is also a process for children to know the world, know themselves and create expressions. However, all primary school Chinese teachers have found that the vast majority of children have an aversion to writing, and even appeared. As soon as they took the composition class, their hearts were filled with fear. Then, in such a passive learning situation, it is impossible for children to have a good writing state, let alone improve their writing level. Then, let's talk about the reasons for this writing phenomenon.
The first point is that teachers don't want to let go. They talk too much and students can't digest well. The main reason for this teaching situation is that many teachers are influenced by traditional educational concepts, because teachers themselves know that students don't like writing and can't write. On the basis of worrying about students' poor writing, they tell students as much as possible about composition knowledge from the aspects of examination topics, article structure and writing materials. However, how can students who reject composition be interested in this boring knowledge?
Furthermore, it takes too long to complete the teaching of a composition. At present, in the composition teaching of many Chinese teachers, a composition often begins with teaching students the knowledge of writing, then the students start to write, then the teacher corrects it, and finally comments on it. It takes about two weeks for such an article to start and finish. On the basis of such a long front, students can't get the feedback information of their writing situation in time, which is also very unfavorable to improve their writing ability.
Another point is the way teachers teach composition. Now many teachers have their own set of standards in composition teaching. When students can't meet the standards set by themselves, they often blame them. But in fact, many students are trying to write their own articles according to the teacher's requirements, although their articles are not satisfactory to the teacher. However, after their efforts, they were criticized by their teachers. After such efforts, they can't feel joy, let alone success. Over time, they regard writing as a very difficult thing, and eventually there will be writing situations that they are worried about before the composition class.
The above-mentioned reasons why these students don't like composition classes, if teachers can change these situations in the future composition teaching, I believe they can greatly change students' attitude towards composition classes and improve their composition level. However, in order to make students really like writing, we should pay attention to our composition teaching methods.
1, Chinese teachers should arouse children's interest in writing in their own composition teaching.
In our teaching practice, we will find that as long as children are interested in something, no matter how difficult it is. Can also try to do well. For example, for children who like sports, no matter how much sweat, how many falls, or even injuries and bleeding, they will keep exercising. So we're actually right? Interest is the best teacher? The statement also strongly agrees. For our writing class, only by stimulating children's interest in writing can we make children like writing. My approach in this regard is: 1. Often organize children to exchange compositions, for example, let children find out whose articles have their favorite sentences. It should be said that such a presentation requirement is relatively low, because each student's composition will have one or two more wonderful sentences; Everyone comments on each other in groups, whose articles are long and whose articles are not enough; There is also a wonderful article, either for him to read or for me to read with passion. We should know that the use of these methods is to let students experience the joy of success and stimulate children's interest in writing. 2. Let the students carefully copy down the well-written articles and post them on the class display platform. 3. Show the children the previously bound articles, because many of these articles were written by people they know. After the children are envious, tell them that our class will continue to make such a collection of essays and then show it to the next class. Through these incentives, the writing desire of children in our class has been improved.
2. Help children find writing materials.
The reason why children have great resistance to writing is mainly because they have no writing materials in their hearts, so that when the composition task is assigned, they will feel that there is nothing to write and nothing to say. This happens because children don't pay attention to the accumulation of life. Faced with such a phenomenon that hinders students' writing, it is useless to rely solely on teachers' nonsense. The best way is to help children find writing materials. I remember introducing the teaching methods of a foreign Chinese teacher in an article. I think this is a good way to help students find information. Before another Chinese exam, the teacher and the child said that there was a charge for the paper used in the exam and told the child the specific cost. The children reacted strongly at that time, and some said, it wasn't like this before, why is it like this now? Some say that other teachers don't charge for paper for exams; Others say that I have no money for lunch after paying the examination fee, and so on. Although no child is willing to pay this fee, in order to continue their studies, some students still paid the money and began to do the problems. The rest of the students said that they owed first and began to do the problem. When they finished the last question, the children read such a question? The teacher lied to you when he said that this test paper needed to be charged before class. Would you please write down your feelings at that time? . Of course, the purpose of this teacher's doing this at that time had a certain background, but now, let's think about it. Did the teacher put the materials in front of the students? How can children have nothing to say with such personal experience?
3. Chinese teachers should pay attention to the evaluation of composition in the process of composition teaching.
For children, their learning situation and some performances are very concerned about the teacher's evaluation. The same is true of the evaluation of composition. Good composition evaluation can play a certain role in encouraging children to dare to write and be willing to write. Teachers can't evaluate students' compositions in the same way. The best composition evaluation is that teachers give different composition evaluations according to children's learning situation and composition level. For well-written articles, we should praise them with great fanfare and give them absolute encouragement. For students with poor Chinese foundation, even if they use a good word and write a good word in the article, the teacher should seize the bright spot and praise it in time, so that every student can ignite the desire to write in such encouragement.
I believe every Chinese teacher is deeply aware of the importance of writing in Chinese teaching. The most direct thing is that with the increase of study years, the proportion of composition scores in Chinese test papers is gradually increasing. With the deepening of teaching reform, the scores of college entrance examination compositions account for almost half of the test papers. Therefore, improving students' writing level is not only to improve students' Chinese literacy in an all-round way, but also to achieve students' bright future. Then, in order to change the present situation of students' writing and improve their writing level, teachers should adopt better teaching methods.
Essay 3 on Chinese Composition Teaching in Primary Schools: Composition Teaching in Chinese Teaching in Primary Schools
The problem of learning lies in the problem of teaching. Therefore, to analyze the reasons for the inefficiency of composition teaching in primary schools, we should also start from the perspective of teacher teaching. The reasons for the inefficiency of Chinese composition teaching in primary schools mainly come from the following four aspects: (1) there are misunderstandings in teaching objectives; There are misunderstandings in teaching content; There are misunderstandings in teaching methods; There are misunderstandings in teaching objects. These misunderstandings have problems in both theoretical understanding and practical operation. Therefore, how to cultivate students' interest in writing in grade three should also start from the theoretical and practical levels.
Keywords reasons for inefficiency; Cultivate interest; effective evaluation
The third grade composition is a turning point in primary school composition writing, which gradually changes from picture-reading composition to propositional or semi-propositional composition. Rousseau, a famous French enlightenment thinker and educator, said: The problem is not to teach him all kinds of knowledge, but to cultivate his interest in learning. When this interest grows fully, teach him the methods of studying. Therefore, I think it is necessary to discuss this? Headache? Cause, suit the remedy to the case, stimulate students' interest in writing.
I. Frequently asked questions
The most common problems in the composition of third-grade students in primary school are not knowing what to write, how to write, and emotional problems in writing. Theoretically speaking, there are three misunderstandings about composition teaching, which need to be clarified and corrected: one is the misunderstanding of composition and the nature of composition teaching; Second, the goal orientation of composition teaching is biased; Third, there are misunderstandings in the content of composition teaching. From a practical point of view, there are three main problems to be solved: First, composition teaching methods and strategies. From a macro point of view, some Chinese teachers in primary schools lack overall planning of various teaching methods in actual composition teaching, which should be integrated; From the microscopic point of view, some primary school Chinese teachers pay more attention to the cultivation of language expression ability, writing skills, writing interests and writing habits, observation, conception, modification and the cultivation of emotions, attitudes and values. Therefore, Chinese teachers in primary schools should raise their awareness and resolutely implement the principle of practical needs and all-round development put forward by the new curriculum standards in teaching practice. Second, students' dominant position. Due to tradition? Teacher center? The concept of ""has not been completely eradicated in the thoughts of Chinese teachers in primary schools, and students' dominant position in composition teaching has been ignored. Therefore, Chinese teachers in primary schools should establish a correct view of teachers and students and respect students' dominant position in teaching; Third, composition teaching evaluation. In the practice of composition teaching in primary schools, some teachers pay attention to the evaluation of students' composition products, and the evaluation method is single, mainly based on examination evaluation; The evaluation method is one-sided, focusing on summative evaluation, quantitative evaluation and teacher evaluation, ignoring formative evaluation, qualitative evaluation, self-evaluation of students and mutual evaluation of students. A reasonable evaluation mechanism of composition teaching in primary schools should be established.
Second, the solution
The requirements of the new curriculum standard for primary and secondary school students' homework are: paying attention to the things around them, being willing to express in writing, enhancing their self-confidence in homework, writing down what they see, feel and think informally, being willing to read homework to others and sharing the joy of homework with others. This has established a new direction for composition teaching. The third grade is also an important stage for students to practice writing. It is very important for teachers to guide students to become interested in writing and eliminate their fears.
(A) to seize the starting point of students' interest and stimulate their desire for writing. The author believes that a good composition tutorial class should reflect three points: being willing to learn, teachers can stimulate students' interest in learning; Willing to say, let students have something to say, say it; Willing to write, students have something to write, willing to express in words, and willing to share the happiness of writing with others. Writing class in grade three is often linked with oral communication class, and the content of oral communication is usually the writing content of writing class. The third grade writing class should combine these two parts closely. Through oral communication class, students can fully express themselves. Only in writing class will they not be unable to write and have something to write. Students should be willing to express themselves and fully mobilize their interest.
(B) make full use of teaching materials, so that students can imitate, and gradually learn to write. Bloom, a famous contemporary American educator, said: The greatest motivation of learning is the interest in learning materials. There are many texts in primary school Chinese textbooks that are good model essays. When instructing students to write a paragraph, we should make full use of these model essays so that students can imitate and learn writing methods step by step. For example, after learning the first natural paragraph of Autumn Rain, the author asked students to imitate this paragraph and write the scenery in a certain order. When writing, we should grasp the characteristics of autumn scenery and use figurative rhetoric.
The third grade text should teach students how to look at pictures carefully. There are some pictures, which can generally be found in the text; If it's not on the picture, it's Lenovo. In teaching, the author often guides students to think about the benefits of writing this way after reading associative sentences. Associative parts are often connected by words: as if, as if. Teach these words to students, and they will have something to say in writing. After training, students can master this writing method.
(3) Pay attention to the combination of proposition and students' reality. Only by writing about people and things you are familiar with can you have something to write and something to say, and you can express your true feelings. Therefore, when making a proposition, we should choose something close to the life of primary school students according to their psychological characteristics and cognitive ability. Try to choose real people and stories that you are familiar with, easy to understand and interested in, and choose scenery and things that you can observe. Only in this way can students write things truly, concretely and vividly, and meet the requirements of not telling lies and empty words. In addition, students like to do new things, so we should take care of their characteristics when teaching writing. We shouldn't repeat the same thing. If what we write today is meaningful and what we write tomorrow is impressive, students will not be interested in writing for a long time.
(d) Comments should be based on motivation, so that students can enjoy reading comments and grading. Su Homlinski, a famous educational practitioner and theorist in the former Soviet Union, said? Interest is the best teacher? What are the requirements of the new curriculum standard for the exercises of grade three? When you start practicing your exercises, can you write down what you see, feel and imagine informally? In other words, write what students see, hear and think. Emphasize true expression, just write what it is in fact, and don't write it out of shape. This can give greater play to the role of comments and grading, and better stimulate students' motivation to do homework.
It is human nature to pursue success. The happiness of success is the sweetest. Success can make people feel refreshed and confident in themselves. Letting students taste the happiness of success is the key to arouse their enthusiasm for writing. Suhomlinski said:? The joy of success is an emotional force of learning. ? The new curriculum standard also proposes to let students? Experience the joy of success? . When correcting the composition, the author tries his best to enthusiastically provide students with opportunities for success, cherish students' writing achievements, and let students see the value of their labor. Therefore, in comments and composition comments, praise and encouragement are the main ones. There are some advantages and progress in students' composition, which are all affirmed in time. They also displayed their excellent works in the class learning garden, bound them into exercise books, made their own covers, and circulated them among the second-year students to ignite their writing sparks.
As the saying goes? Tall buildings have risen from the ground? Enlightenment exercise is very important, it is an important basic skill of Chinese, and it is the most important thing in Chinese learning. As a teacher, under the guidance of the curriculum concept, we should change the teaching concept and teaching behavior to lay a solid foundation for cultivating children's interest in homework.
refer to
Liu Yanli. Research on the application of happy teaching method in Chinese classroom teaching in primary schools under the new curriculum reform [J]. China Science and Education Innovation Guide.2013 (27)
[2] Zhang. The Application of Happy Teaching Method in Chinese Teaching in Primary Schools [J]. Journal of Kaifeng Institute of Education.2011(03)
[3] Chen Lan. The application of happy teaching method in Chinese teaching in primary schools [J]. Students (teaching practice) .2015 (11).
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