In the current primary school teaching, a considerable number of Chinese teachers overemphasize the role and function of imitation. In particular, the exercise teaching in senior three is mainly based on imitation writing, which leads to some students not writing without imitation, and there is nothing to write without imitation. As a result, there are some disadvantages in the practice, such as fabricating the plot, scribbling at will, copying and so on. This naturally affects the improvement of students' writing ability Then, how can we make the exercise teaching in primary schools get out of the misunderstanding of imitating composition and improve the writing level quickly? This requires teachers to explore boldly in the teaching of exercises. In many years of teaching career, my approach is:

First, clear objectives and correct teaching ideas.

The Chinese Teaching Syllabus for Primary Schools points out: "Writing teaching should not only cultivate students' ability to make sentences with words, but also cultivate students' ability to observe and analyze things." This is the goal of homework teaching in primary schools. Composition teaching must pay attention to cultivating students' two abilities. The outline also emphasizes: "These two abilities should be cultivated from the first grade." Therefore, when making exercise lesson plans, we should follow the teaching idea of combining reading and writing, and ask middle and senior students to write examples that reflect real life. In the usual exercise class teaching, we should do it ourselves, focus on enriching students' lives, guiding and observing their lives, and work hard outside the text to expand the writing content. Before each composition, you should practice your life.

Second, read new topics and cultivate interest in writing.

Reading is the basis of writing, and a good model essay is very attractive to primary school students. Most of the texts in the unified textbooks are excellent works with both literary accomplishment and good temper. In order to cultivate students' writing interest and writing skills, I pay special attention to guiding students to read and appreciate.

Interest in learning is an important driving force for students' learning activities. Therefore, to guide students to seriously understand the vivid content of the article, it is required to read carefully, pay attention to reciting, and seriously appreciate the author's ingenuity, so that students can continuously improve their interest in writing while absorbing knowledge and improving their skills. Inspire them to show their absorbed nutrients (language, writing, knowledge, etc.). ) through practice. Of course, this kind of "performance" is by no means a mechanical imitation, but a dynamic reference and flexible application.

In the teaching of exercises, we should pay special attention to the thinking and design of topics. In the proposition, we should avoid being rigid and unconventional, and strive for novelty, interest and sensibility. For example, the coldest weather, the teacher's white hair and touching scenes, how I want to tell you that the festival here is the most lively, and today, I am a guest at my classmates' house, which makes them feel interesting. In this way, putting the topic on students' minds will strengthen the induction of writing desire and easily stimulate students' desire to express. Students will have something to say, feelings to express, and reasons to discuss, so as to achieve the artistic conception of not spitting unhappiness, and their writing level will be improved unconsciously.

Third, guide observation and improve writing level.

Paying attention to guidance and observation is an effective and quick way to improve students' writing level, which is collected by http://www.LWlm.cOM, a paper alliance.

Direct observation. First, teach students observation knowledge, including the purpose of observation, the order of observation, the focus of observation and even the grasp of observation characteristics. The observation composition stipulated in Chinese textbooks, including writing about plants, animals, scenery, people, things and scenery, should be carefully guided one by one and trained step by step. For example, after teaching creeper, groundnut and other texts, guide students to go home and observe plants carefully, and write a semi-propositional composition: My favorite plant-. A classmate's composition is not so good at ordinary times. This time, he wrote "Sunflowers" as required. The result is very unique. After I praised him verbally in class, I posted his works on the learning garden of the class. After the students saw it, they became more interested in this exercise. Direct and indirect observation. Indirect observation refers to watching others observe what is written down, that is, reading other people's articles. Indirect observation provides Chinese materials and various knowledge for direct observation, and at the same time, it also learns from other people's writing experience, which is a necessary condition for direct observation. Therefore, we must read more extracurricular books and give full play to the role of the school library.

Fourth, be targeted and advocate free writing.

Advocate free writing in a targeted manner. The purpose of students' observing the specified content without proposition within the specified time is to let them "write freely". This method advocates that students are not bound by the traditional composition framework, and can run at will and concentrate on using the pen. For example, in the self-study class, suddenly a sparrow flew into the classroom. The quiet classroom boiled at once. Some students closed the doors and windows, some students held brooms and bamboo poles, some students shouted, some students danced with their heads held high ... Sparrows flew around in the classroom, and the students looked different and were in high spirits. Finally, the sparrow got tired of flying and was caught by a classmate. As soon as the "spectacular" of "all living beings catch birds" ended, students were immediately allowed to write freely about this scene, feelings and feelings. As a result, the students' exercises are different, and most of them have substance in speech, describing the scene of catching sparrows vividly.