First, the length of the chapter, vocabulary first
"Vocabulary accumulation-the cornerstone of composition training" guides students to accumulate vocabulary, so that students can have something to eat when writing, thus improving their writing level, which is not new to Chinese teachers in cities or rural areas. However, the implementation process of the same "accumulated vocabulary" in urban and rural areas is essentially different. For urban primary school students, it may be as simple as simply sorting out and checking in time for teachers to let students accumulate vocabulary. However, in rural areas, this requires some thought and physical strength.
First of all, where do students get vocabulary accumulation? Children in rural areas have few books to read. In my school, a preliminary survey found that each student did not have a decent extracurricular reading on average. In this case, what is it to let students read and accumulate vocabulary instead of talking on paper? To this end, I added a "class book corner" in my class, put the old bookshelf in the corner of the class classroom, and let the students bring their personal books here as much as possible. In addition, every winter and summer vacation, I will give students a special assignment, that is, let parents buy one or two intentional extracurricular books for themselves, and even recommend a bibliography, so that parents will never get used to buying books for their children and become conscious habits. Through several semesters' persistence, the number of books in the book corner has been considerable, which greatly overcomes the shortage of rural children's reading.
Secondly, there is a big gap between urban children and rural children in understanding, classifying, optimizing and using the accumulated vocabulary. Because urban parents are generally highly educated, they act as the first "teachers" of children in this work, while rural children almost lose their role as parents in the process of vocabulary accumulation. If teachers lack scientific and reasonable guidance and supervision in this process, vocabulary accumulation can only become a mere formality. So I found several effective methods. First, set up special reading classes to guide reading on the spot; Second, establish a scientific evaluation mechanism, judge "reading star" and "king of vocabulary" every week and every month, and at the same time pay attention to curbing students' one-sided greed for more times in accumulation; Thirdly, students should try their best to understand the accumulated words and phrases. Usually, through more communication with students, students can express their meaning in their own words and read vocabulary aloud with their own feelings, which strengthens students' understanding of vocabulary and cultivates their sense of language.
Second, the theme is expanded, and rural children can also write about urban and national events.
The author once studied an article entitled "The Dilemma and Outlet of Rural Composition Teaching" on the Internet. The outlet of writing theme proposed by the author is: writing about rural scenery, writing about rural language, writing about rural life and writing about rural changes. At first glance, it seems to be some good ideas, but think about it carefully. Can the composition of rural students be completed as long as everything in the countryside is written well? At this stage, it is inevitable that rural children can write and write things outside the countryside under the situation that the whole textbook is generally urbanized. However, children in rural areas are exposed to few new things and have a narrow vision, which has become the biggest bottleneck hindering the richness and diversity of students' composition topics. What do we do? After thinking about it, rural children are most keen on watching TV, which has become the only window for them to understand the outside world, and the value of news may be the best way for me to broaden the subject matter of students' compositions, and the author has indeed explored this so-called "news guide" idea for nearly four years.
First, cultivate students' enthusiasm for news. Class meetings, self-study classes, etc. It is often used to carry out activities such as "talking about news vividly" and "news doctor", and in the late third year of senior high school, the activity of "My Views on Today's News" with appraisal nature is added. Through these activities, the relationship between news and students has been strengthened and students' horizons have been greatly enriched.
Secondly, teachers can get twice the result with half the effort. Students inevitably have limitations in all aspects of news gathering, which are mainly manifested in: the collection channel is single; Some news materials are big and irrelevant, while others are small and boring. To overcome these shortcomings, teachers need to participate. I often search for some new people and things with strong life atmosphere from newspapers, TV and the Internet, and then communicate with students. Over time, this practice of using news to expand the theme has little effect, and most students can write new things in their works, which makes the author particularly gratified.
Third, imitation introduction, example composition teaching method
Some people suggest that composition training should go through three stages: mastering composition characteristics-mastering writing methods-improving composition ability through continuous practice, and I agree with you very much. Then how to "master the characteristics of composition" and "master the method of writing" will give full play to the powerful role of examples. In my long-term work, the author has summed up a set of example composition teaching methods that are particularly suitable for rural primary school students. Now let's talk about it with a specific example. There is a composition exercise of "XX people doing two or three things". Before the instruction, I looked up 23 examples of the same type and different characteristics on the Internet, and then used the multimedia resources of "Agricultural Academy" to show them in the computer one by one. I analyze each example one by one, refute the cocoon layer by layer, focus on the characteristics of the examples, analyze how the author chooses things around the characters, and finally summarize all the examples into four structural types. Under the guidance of the explanation of the above example, a constructive guidance scheme is generated:
This example composition teaching method seems old-fashioned and lacks creativity, but it is very effective in the early and middle stages of composition training in primary schools. It can be used in every composition training process, and students can easily get started. But this method also puts forward higher requirements for teachers, which requires teachers to pay more time, energy and wisdom.
In a word, composition teaching is both a science and an art, and it has its own principles and methods to follow. As a rural primary school teacher, I am glad that I didn't forget to "seek change" in the process of composition teaching, so as to find a method suitable for my education object.
In the process of Chinese teaching in primary schools, there is a phenomenon that students often regard composition as something they are afraid, afraid, disgusted, dislike and unable to write. When it comes to composition, many students sigh. Writing is difficult. Where is the difficulty? The difficulty is that there is nothing to say, nothing to write, and ruthless expression. So how to improve the writing level of rural primary school students, eliminate their fear of writing, and make them willing and happy to write?
First, pay attention to accumulation and enrich the composition content through various channels.
(A) by writing a diary to accumulate
Keeping a diary is the best way to accumulate materials and practice writing. Diary has a wide range of contents, and one's emotions, what one sees and hears can be freely expressed through the diary, which can give students a space for free expression. For example, combined with the reality of rural primary school students, you can start planting trees, flowers and vegetables, or raise a small animal you like, and then write down the process of planting or raising in the form of a diary. In this process, students not only feel the joy of labor, but also cultivate their own observation ability. More importantly, write a composition with something to say and feelings to express. With such long-term training, students' interest in writing will be gradually stimulated and writing materials will be gradually enriched.
(B) through reading in and out of class at ordinary times to accumulate.
According to the requirements of the new curriculum, we should firmly establish the idea that reading serves writing in teaching, and let reading teaching run through the teaching of composition. Whether speaking with words and pictures in junior grades or reading, writing and writing a complete composition in middle and senior grades, this series of composition training should be closely combined with reading teaching. In the process of reading teaching, we should always pay attention to effectively and reasonably cutting into composition knowledge in reading, and enrich students' composition knowledge through reading guidance, lesson plans, reading and writing examples, basic training and other training links.
The role of extracurricular reading in improving students' writing level can not be ignored. "The article is natural and wonderful." If you want to be a master, you must read widely. Primary school students in rural areas have limited conditions and single vocabulary in their minds, and often express what they didn't expect. In order to broaden students' horizons, broaden their knowledge and enrich vocabulary accumulation, teachers can take the following measures according to students' reality: encourage students to borrow books from the library actively and arrange the whole class to read independently after class by using weekly extracurricular activities. In order to avoid the blindness of students' reading and make extracurricular reading truly implemented, teachers should let students choose books according to their own cognitive level and hobbies before each reading, and then teach students reading methods, so that they can use learning methods to read widely and purposefully. At the same time, let each student prepare a "honey-picking book" to encourage students to extract beautiful words and wonderful fragments from extracurricular reading materials, or write an evaluation of the protagonist in the text and his feelings after reading, and browse and appreciate it at any time. Finally, once a month, we will hold a "report meeting on reading achievements" to exchange and appreciate our own "honey-picking books", so as to stimulate students' reading interest, establish reading confidence and enjoy the achievements and happiness brought by reading. With this long-term persistence, students' language accumulation will be enriched, and those beautiful words will gush out like spring water when writing articles, and they can be used freely and with ease.
Second, insist on "speaking" to promote "writing" and steadily improve students' written expression ability.
The research of educational psychology shows that children's physical and mental development is unbalanced, which shows that oral language develops before written language. Grasping this feature, teachers should give full play to the advantages of students' speaking when guiding students to write, so that students can talk more first and tell the details, and then let students write on the basis of speaking.
In the usual teaching process, teachers should also create opportunities for children to speak. Teachers use the morning self-study time of 10 minutes every day to let students take turns to "speak freely" on stage. The content is not limited, and everything you see, hear and feel can be done. However, the speaking time is from short to long, and the speaking requirements are from easy to difficult, and gradually deepen in different time periods. Through the persistence of this activity, the author found that several introverted girls in the class stopped blushing and became louder when they came to the stage later, which not only exercised students' courage, but also improved their language expression ability.
In Chinese teaching, we should consciously link students' oral expression with written composition. By observing speaking, speaking and writing, combining reading and writing, and constantly coordinating the relationship between speaking and writing, students' written expression ability will naturally improve steadily.
Third, pay attention to the evaluation and revision of the composition, so that students can communicate and improve in self-revision and mutual revision.
It is difficult to write a composition, and it is even more difficult to change it. Careful correction, too much work; Simple correction, but I'm afraid not. So how to make students have a strong interest in composition? How to make composition correction more effective? The author believes that teachers and students should not regard composition as an isolated individual, but should regard composition correction as a link between teachers and students, and regard composition correction as a reading exchange and a spiritual exchange. Let students participate in composition correction, and let composition correction become a place for communication between teachers and students.
There are two ways to evaluate students' compositions: independent evaluation and interactive evaluation. Students change themselves, turn passivity into initiative, and let them become the masters of composition correction. Of course, teachers should guide students to correct their own compositions and teach them the methods of correcting them: first, let students compare the topics to see if their contents are relevant; Secondly, let the students check whether the article is organized and detailed, and whether the central materials are substantial and specific; Thirdly, check whether there are any ill sentences or typos; Finally, see if rhetoric can make the article more exciting. After the students change themselves, the students in the group participate in the mutual change. The author found that the students in the group are unrestrained, willing to communicate and dare to express their opinions, even if it is a small problem, they will be flushed. When others evaluate, they can undoubtedly inspire themselves and further modify the exercises with a broad vision; When evaluating others, we can also learn from others and absorb their bright spots. In this learning process, it is not only conducive to cultivating students' habit of self-correcting their compositions, but also allows students to taste the "self-correcting achievements" in self-correcting their compositions. Teachers can also break away from the main position of fine criticism and fine reform and become organizers and participants in composition correction, giving them correction methods and guidance. It not only promotes emotional communication, but also improves students' writing level.
The road of composition teaching in primary schools is bumpy, and it is impossible to improve students' writing level overnight. Therefore, Chinese teachers should constantly explore teaching theory, get inspiration from teaching practice, constantly sum up experience, and strive to make students change from "tired" writing to "happy" writing, from passive to active, from inefficient to efficient, so that students can write happily and grow happily.