As the saying goes, "a clever woman can't cook without rice", and children's writing is painstaking for the theme. "Give me a fulcrum, and I can pry up the earth." Only by combining writing with writing can we find a suitable writing tipping point and effectively arouse students' desire to practice writing. Combining with the reality, on the basis of digging and extending the "blank" of teaching materials, we aim to guide students to experience the moderate limit, harmony, charm and uniqueness of text language, solve students' material problems and effectively carry out language training. However, in reading teaching, practicing writing by writing is a static writing teaching process. If there is no scientific and reasonable design and arrangement, how can students be willing to accept it and how can they practice with ease? Therefore, in practice, I pay attention to awakening expectations, grasping the opportunity, improving expression, making essay writing more scientific and reasonable, and more conducive to the formation and development of students' Chinese literacy. Therefore, I have designed the following training methods for writing pens:
1, image restoration.
Chinese characters are ideographic characters, and a Chinese character is often a specific meaning world. Teaching can be based on characters, stimulate students' imagination and association, concentrate on reciting and understanding, and develop the practice of word images, then the rich connotation and smart spirit of Chinese characters will be vivid.
For example, when I taught how to destroy opium in Humen, in order to make children understand the great significance of destroying opium in Humen and cultivate students' spirit of loving the motherland and resisting foreign aggression, I seized the word "boiling feelings" and designed a writing exercise-what would a civil and military official in royal clothes say? What will the foreign businessmen invited to watch say? What will a migrant worker say when he looks at the smoking room next to him? What do six or seven-year-old children say when they clap their hands? ..... Students combine the information collected before class and the movie Lin Zexu that I suggested they watch on weekends, give full play to their imagination and vividly express people's exultation with words. This teaching link seems to be accidental, but it is actually carefully arranged. It requires students to express the picture behind the text in their own language and apply it on the basis of understanding the language of the text, so as to deepen their understanding and make understanding and application complement each other. The classroom practice of restoring the image of words makes the word "boiling" activated in students' minds, endowed with strong, profound and wonderful vitality and entered the image world of "boiling". With profound experience, this word is no longer strange outside the students' spiritual world, but deeply embedded in the students' hearts and has become a vibrant life element.
2. Emotional outbursts.
In many beautiful literary articles, the pulse of emotion is not static. With the deepening of the plot and the gradual fullness of the characters, emotional conflicts and turning points often form an intriguing part of the text. Grasping it tightly, students can talk directly in words, listen to the breath of words and feel the tension of words, so as to achieve the existence of profound thinking, delicate emotions and keen sense of language. At the same time, the feelings and sentiments gained by students in reading will dissolve and fade before long if they are not condensed into words. Seize the accumulation point of this emotion, practice writing in time, internalize their language, accumulate their emotions and ideas, and precipitate this emotion and sentiment, which will condense into students' thoughts over time.
For example, when teaching pastoral poetry, in order to let students appreciate the picturesque rural scenery of Holland, the quiet and leisurely life of animals and human beings, I asked students to continue writing the fourth natural paragraph, accompanied by Beautiful Grassland My Home. The students imagined the scenes of all kinds of livestock on the grassland and people's free and quiet life, and their love for Holland was revealed between the lines. The whole class reached a climax.
3. Blank areas of the text.
Text is a meaningful space to summon readers to participate. The author will leave some "blanks" intentionally or unintentionally. These are the places where the author has not finished, and the emotional expression is the strongest, deepest and most subtle. These blank spots are the "space" for students to read and gallop their imagination. Guiding students to capture blank points in the text and practice writing can touch students' true feelings.
Such as "The Story of Vitamin C"; How those sailors with septicemia lived on a desert island for several months is a blank spot in the text, so I designed this writing exercise: Hungry … Thirsty … Homesick … Brothers who want to sail together … Through this writing exercise, students really entered the text.
4. Skills transfer office.
Application is an important link in Chinese learning. Our existing textbooks are very particular about the selection of materials, and each one has something to learn from. Relying on the text, combining with the text to create emotional "real" situation to practice writing, combining with the text to imitate the touch, experience the sense of language and absorb the author's expression, can make the use of Chinese come alive. In this kind of training, the transformation of language forms is synchronous with the transformation of language materials, and the feelings and words in the text blend in the transformation, which is comparable to that of Qi Fei.
After teaching honesty and trust, I inspired students to relive the honest and frank stories in life and the warm feelings of trust, learn the writing methods in the text and write down the details. Many students internalize the language in the textbook into their own language. From imitation to creation, the effective combination of language understanding and application, the proper integration of one's own emotions, and the mutual transformation of reading and writing skills have written wonderful Chinese lessons.
Essay is a comprehensive exercise in reading class. This kind of exercise has the function of humanistic perception and language expression, and it is a new type of reading and writing that is easy to operate. In reading teaching, it is not only a bridge to writing, but also an effective way to improve students' understanding and expression ability, which not only trains students' writing thinking, but also relaxes their writing psychology in Chinese practice.