2. Bind students' excellent compositions into a book, so that students can feel the joy of harvest. Students were very happy when they saw that their excellent compositions were neatly bound together with beautiful illustrations.
If everyone is organized to preach, read and communicate at the class meeting, students' enthusiasm for writing will be unprecedented. 3. Plan to design games, edit and guide sketches, organize outings and other activities.
Students take part in practical activities in person, which is a topic that people often talk about. At this time, students will naturally be interested in writing about their experiences and feelings in practical activities. Students have a desire to write, and teachers must protect them. Even if some students write "three running accounts", teachers should not be harsh on perfection, so that students feel that writing is not "difficult to go to heaven", which will greatly improve students' interest and confidence in composition.
2. Pupils write compositions to enhance students' confidence and interest.
2. Bind students' excellent compositions into a book, so that students can feel the joy of harvest. Students were very happy when they saw that their excellent compositions were neatly bound together with beautiful illustrations. If we organize everyone to communicate circularly in the class meeting, students' enthusiasm for writing will be unprecedented.
3. Plan to design games, edit and guide sketches, organize outings and other activities. The practical activities that students personally participate in are often talked about. At this time, let students write about the experiences and feelings of practical activities, which will naturally be full of interest. Students have a desire to write, and teachers must protect them. Even if some students write "three or two running accounts", teachers should not be harsh on perfection, so that students feel that writing is not "difficult to go to heaven", which will greatly improve students' interest and confidence in composition.
3. How to evaluate the composition class 1? Based on the teaching content of composition classes in all kinds of open classes and observation classes at all levels, everyone is concerned about the teaching teacher, that is, the teacher's personal teaching organization, teaching technology and teaching style. Because of the obvious individual differences among teachers, this evaluation of only seeing teachers and not seeing students will of course be questioned. Under the new curriculum concept, people have changed the perspective of evaluation and evaluated teaching from the perspective of students. How many times did the students talk about it? Whether the discussion is enthusiastic, etc. Focusing on the external form of classroom evaluation, its direction is still the teacher's classroom organization and teaching methods, but the question of what the composition teacher is teaching is ignored to some extent. Professor Wang Rongsheng has always advocated evaluating teaching from the perspective of teaching content. He believes that "before evaluating the teaching method of a class, we must first examine whether its teaching content is correct;" After feeling the active atmosphere of classroom teaching, we should be more concerned about whether students have Chinese experience corresponding to the teaching content. Teaching content is the question of what teachers are actually teaching in classroom teaching. The curriculum standard puts forward the requirements of "writing words" and "practicing" for composition teaching in primary schools, but the specific requirements are unknown. The teaching content of writing teaching can be summarized from two aspects: on the one hand, teachers write composition topics, students write them in class or after class, and the teaching content of composition class is mainly to comment on students' compositions. The content of classroom teaching organized by teachers is "proposition-students' own writing-correction-comment", but the teaching content of "how to write" and "how to write" is almost blank. This kind of composition teaching relying on students' independent exploration is often time-consuming and inefficient. Another teaching content is that the teacher explains some writing knowledge. For example, how to describe, how to express feelings, how to arrange paragraphs and so on. The teaching of these writing contents is often combined with reading teaching. When students really want to write, they often find that the writing knowledge taught by teachers is not very useful. In contrast, this kind of teaching, the teacher teaches some external and static writing knowledge in the classroom, and writing is a very practical language skill. It is impossible to turn static knowledge into practical skills overnight. However, this requires a long process of transformation. In the composition class, the teacher either says nothing or talks about some useless writing knowledge, and the composition teaching content is almost scarce. What you teach is useless and can't solve practical problems. The crux of the problem is that the teaching of these writing contents is out of the context of students' writing. How to observe and evaluate teaching from the perspective of teaching content? We analyze two cases of composition teaching. In the writing content of Yu Yongzheng's "Course Examination" (see People's Education, No.5, 2006), teachers mainly start from the following aspects: by asking students whether they are willing to take the exam, they naturally transition to their views on the exam; Take the exam and put forward two requirements (the teacher sets a trap for the exam); Correcting test papers and commenting; Teachers guide students to write down their feelings; Students communicate with each other. Teacher Yu passed this kind of alternative exam, which made students fall into his preset "trap" and made students gain profound experience and feelings. In the following writing, students naturally speak freely. "Emotions are expressed in words", and composition is a way to express yourself, and it is not touched by the heart, so that it is disease-free. The quality of the composition is self-evident. Of course, it is a positive and desirable method. But not every pupil has the time and opportunity to go out of home and school to feel the outside world. Then the teacher needs to provide the students with writing content to feel life in class. The teacher solves the problem of students' writing content. Of course, teachers create an atmosphere of equal dialogue with students by establishing a harmonious dialogue relationship throughout the class. It is also the key to the success of this course. Wang Songzhou's "Home Test" (see "Chinese Teaching Newsletter Primary School Journal" 2007+0) neither taught students specific writing knowledge nor put forward any specific requirements for students' writing. The teacher did the following things in class: Please take out a clean piece of paper; Write down your five favorite people on paper; Pick up a pen and cross out one of them; Cross out another one; Cross out another one; The last painful choice is to cross out one of the two. In addition to the limited dialogue between teachers and students, teachers are more about letting students experience and express their feelings. Two-thirds of the time in the class is spent by teachers to solve the problem of writing content. It is precisely because of the rich writing content that students are quick-witted in the little time left. I wrote an article that made people cry. Let's leave aside the social controversy caused by Wang Songzhou's "home test". Judging from the writing content, Mr. Wang's class alienated the distance between reality and life through the creation of family ties, made students feel a kind of "unfamiliarity" with life, combined the writing content with students' emotional experience, and stimulated students' desire for expression. From the analysis of teaching content, this
4. The excitement and excitement of describing the character's actions+comments+parody, like a flood that burst its banks, is mighty and rushing out, and can no longer conceal his gentleness. Run, run, run! His heart is excited, and his happiness can no longer be expressed in our shallow language. It seems that every hair on his body has a description of the beating and happiness of the characters' movements, and the most important thing is to pay attention to observation.
Pay special attention in daily life, observe the behaviors and actions of various human figures around you, pay special attention to the characteristics of different people's actions, and grasp the characteristics and observe them carefully and repeatedly. Take the following example: Xiaoli pursed her mouth, hunched over, crept up and approached it step by step.
Approaching, approaching, I saw her quietly reaching out her right hand to the butterfly, and her open fingers closed and caught the butterfly's wings. Xiaoli jumped and jumped with joy.
He bent down, the basketball kept flapping back and forth, left and right under his hand, and his eyes turned around, looking for a chance to "break through". Suddenly, he quickened his pace, then turned left and right, rushed through two layers of defense lines and came to the basket. After a tiger jump, he turned to shoot, and the basketball drew a beautiful arc in the air and landed in the basket impartially.
Catching butterflies and playing basketball are our common activities, and some students have even participated in them in person. But the writing is not specific.
Due to careful observation, the author described the movements and demeanor of catching butterflies and playing basketball vividly. Second, we should grasp the action description that can best highlight the characteristics of the characters.
Look at this example: he is over 50 years old. Wearing a pair of glasses with high myopia.
He carefully took off his glasses and wiped them with the hem of his clothes. "Uh-huh ..." He was about to speak when he suddenly remembered something. He fumbled in the plate, then quickly reached into his pocket and took out a box of matches. Only then did he say "uh-huh" again, stood up straight and said in a particularly loud voice, "Now start watching the teacher do the experiment!" There is an unpleasant smell of smoke in the classroom.
Teacher Mao stood at the door panting. His head was steaming, and there were several glistening beads of sweat on the tip of his nose. His eyebrows were raised angrily, but his mouth smiled. Seeing us, he blinked in surprise, and the muscles on his face suddenly froze and did not move, just like the "freeze" in the movie.
We were all nailed there like wood. The old man's hands are dexterous.
In just a few minutes, a clay figurine was born in his hands. Watch him pick up another lump of mud, knead it into a circle first, and then rub it gently with his hands to make it soft and slippery.
Then, rub on it and gradually separate the head, body and legs. He held a clay figurine in his left hand and fiddled with his right hand on his head. Soon, the clay figurine put on his hat.
The above three paragraphs all capture the movements that can best highlight the characteristics of the characters. Example 1 is about an old teacher with high myopia.
Through the description of actions such as "wiping glasses with the hem of clothes", "scrambling in the plate" and "rushing into the pocket", the characteristics of an old teacher with high myopia, clumsy movements and a little "confused" are written. Example 2 mainly describes the characteristics of facial expressions and actions of grumpy people when they are angry. Such as: "standing at the door panting", "steaming head", "raising eyebrows angrily", "grinning down" and "muscles motionless". When angry, the facial expression is vivid and lifelike.
The third example is to grasp the action characteristics of clay figurines and write an image of an ingenious old artist. Third, we should use verbs accurately and appropriately.
Read the following examples to see what the dotted words in each paragraph do. It's too late to say now, but it's too soon.
The athlete who fell to the ground stood up suddenly with his hands propped up and tiptoed. The left foot points to the starting line, and the knee bends and squats firmly.
Hands are like two wooden pillars stuck in the ground, and the whole body leans forward slightly, like an eagle spreading its wings. In these short sentences, 65,438+00 verbs are used to accurately and realistically describe the starting posture of athletes.
She squeezed into the gate and put the burden on the ground; He stepped forward, grabbed the grass on the ground, held it down with his knees, leaned forward, tied his waist with his hands, lifted it up and threw it into a corner of the courtyard wall. These dotted verbs in the paragraph are appropriate.
Wrote the image of a capable, agile, energetic and skilled rural girl. She saw grandma stand up and lift the lid with both hands.
I struggled to open it several times before I opened a crack a little. A thick smoke rushed out of the stove mouth and almost smoked grandma's face.
Grandma casually brushed her wrinkled face with her sleeve, shook her head again and said to herself, "It's no use getting old!" " "This passage describes the action of an old woman doing housework. With verbs such as "uncovering, rushing, pulling, brushing and shaking", the characteristics of the old people's work movements are accurately and aptly written.
The above examples show that in order to write the dynamic image of the characters vividly, we must use accurate and appropriate verbs to describe the actions of the characters. Words describing dancing learning (1) The words describing learning attitude include diligent, diligent, earnest, diligent, open-minded, studious, diligent and practical, shameless, perfectionist, questioning, forgetting to eat or sleep, hungry, persistent and meticulous (2) words about studying, concentrating, holding one's breath, gazing intently and enjoying. Concentrate (3) Xiao Fei sat in his seat, writing and writing, as if there were a steady stream of spring water flowing out of his pen. I wrote a composition in less than one class.
Xiaohong just sat facing the window, and the afternoon sun shone on her round face, making her cheeks more rosy; She holds her chin with a pen, her eyes are wide open, her bright eyes are swimming slowly, and her plump chin is slightly upturned-this is the expression that the math teacher is familiar with and loves whenever she thinks of a more ingenious way to solve a math problem. Whenever I do my homework, the nib rustles, as if a bird is singing to me, and as if to encourage me: "If you are not afraid of difficulties, climb the peak bravely."
She stood up and answered so accurately, so naturally, so smoothly, as if she had been prepared. She recited in cadence, with a beautiful tone and expression, and moved her seat.
5. The composition (action, psychology, appearance, expression, language description) in Chinese open class is no less than that in Chinese open class.
Wow! We are going to have an open Chinese class today! I made a good preparation yesterday, so I must raise my hand and talk more today!
As soon as I entered the conference room, I felt very serious. The meeting room was crowded with teachers. The teacher stared at us as soon as we entered the conference room! I thought about fifteen buckets nervously-I was so anxious that I hurried to my seat and sat down solemnly, afraid to look at the teacher behind me.
Because I am so nervous, my classmates all look unnatural. But I'm not afraid at all. As usual, I spoke actively and answered questions bravely and loudly. However, some students put down their hands just for fear of answering the wrong question, but immediately lifted them up. But Teacher Chen encouraged us to say, "Students, speak boldly and confidently, and speak loudly. It doesn't matter if it's wrong! " As soon as the voice fell, every time Mr. Chen asked a question, the students below immediately spoke enthusiastically. Even Zhou Yi, who is usually "disruptive", seems to be a different person today, and he spoke for six times in a row. What a surprise! I am not alone. Today, I am in the spotlight. The teacher invited me many times, more than I can count. The happiest thing is that I got a lot of bonus cards today.
In today's open class, Chen Weihao became a reading star. When he read the text aloud, he immersed us in it as if we were part of the story.
The bell rang in the blink of an eye. Because each of our classmates did well in this class, the teacher also rewarded us for not writing today's Chinese homework. Long live Miss Chen! Homework, baybay hopes that there will be an open class next time. Let's be serious, and then there will be no homework! Hahaha!
6. How to evaluate composition teaching? 1. Before evaluating the class, you might as well listen to the teacher's design ideas first, so as to have an overall grasp.
2. Evaluate whether the teaching design, objectives, contents and time arrangement are reasonable. 3. Students' participation.
Students are the main body of learning and the educated. In the process of teaching, whether students' enthusiasm and initiative are mobilized should be regarded as a main criterion for evaluating classes. 4. Evaluate the effectiveness of teaching.
Due to the application of modern educational technology, scenes can be designed perfectly, but students are likely to lose interest in textbook knowledge because of the beautiful scenes in the classroom, and the teaching effect will be discounted. 5. Thought and logical system should also be the focus of evaluation.
6. Whether the teaching task is completed should not be used as the basis for evaluating success, but the degree of teacher-student interaction and the effectiveness of the content should be used as a main basis for evaluation. 7. In the process of evaluating classes, we should give more guidance and suggestions and less other languages.
7. How to teach a good composition class? I think the current composition lecture has the following shortcomings: First, the theory is abstract and the terminology is cumbersome. Some teachers downloaded various theories about writing from materials and online, such as "momentum theory" and "ethereal theory", which made students confused. What's more, mechanically tell students the concepts and terms that they don't understand and digest.
Teachers should use their own words to express their understanding when quoting theoretical terms, and try to choose some incisive and vivid examples to help students understand. For example, the teacher talks about "image" and interprets this concept with "scenery in the heart" and "scenery that can convey feelings", which is much simpler than the definition in the textbook.
Second, the example is perfect, so that students stay away from it. The examples chosen by teachers are almost perfect and amazing, and the faces of students often show surprise and envy. Such examples can undoubtedly stimulate students' enthusiasm for writing, thus broadening their knowledge, broadening their horizons and providing typical materials for students' writing, but such examples often make students feel unattainable and unable to follow suit.
For example, a teacher talks about "detailed description", and he quotes many classics, from Fortress Besieged by Qian Zhongshu, Flowers Bloom and Flowers Fall by Lu Xun, to Chekhov's Death of a Civil Servant and Charlotte's Jane Eyre. The classroom has a large capacity, and the wonderful and moving sentences are rich and colorful. The students were fascinated by this pious worship and applauded frequently. After class, I asked the students, "Do you know how to describe the details?" He said: "The teacher did speak beautifully, but I don't understand how these good examples were conceived and written."
Therefore, composition evaluation must be based on students' writing examples. Too perfect examples will make students feel distant and dampen their self-confidence. Third, instilling and explaining, students lack the opportunity to participate and think. Writing needs comprehensive ability, and the formation of ability can not be achieved only by knowledge accumulation. Teachers must let students think in practice and improve themselves through participation.
In some composition classes, only the teacher always dominates the podium and controls the right to speak in class. However, many teachers rely too much on lesson plans and online materials when preparing lessons, and rarely read, think and practice. There are few original elements in classroom language and opinions, and teachers are only the memory, transmitter and spokesperson of knowledge. Over time, the writing knowledge taught by teachers in class has become more and more old-fashioned and outdated.
This kind of lecture and evaluation is small in information and single in form. Often just superficial, lack of interest and interest, and low efficiency. Fourth, find fault with students and seriously suppress their enthusiasm for writing. Some teachers insist on this and that in writing, deliberately setting up various obstacles for students' thinking; When summing up students' compositions, they talk about seemingly endless problems and faults exposed in their compositions, and even accuse students of low level and poor ability with a little ridicule; The composition is a shocking red pen comment.
When students see that what they have worked so hard to write is so bad, what else can they have but loss and inferiority? There is no doubt that composition evaluation should point out the existing problems, but it should also provide specific and effective improvement measures and methods. Some problems are hard to recover and need repeated training and persistence to be fundamentally solved, such as the development of thinking, the conception of examining questions, the expression of language, the layout of articles and the skills of writing.
Five, the same old tune, lack of new ideas For a long time, composition teaching in middle schools has no special guidance materials, no clear provisions on what must be taught, no orderly and effective training questions, no excellent compositions that can be directly used for student guidance, and no evaluation criteria for evaluating students' compositions (the only criterion is the examination outline of the college entrance examination). In short, the current composition teaching is arbitrary, subjective and personalized.
Since the implementation of the new curriculum standard, compared with the previous Chinese textbooks, writing guidance is still a "hard bone" and a "fatal weakness". Many teachers learn their writing knowledge from college textbooks, but many new concepts full of the flavor of the times have not been absorbed by front-line teachers in time. Even some teachers don't read as many extracurricular books as students. In short, there are only a few poor writing terms that have been repeated countless times, not to mention that students sound tasteless, and even teachers themselves have already experienced aesthetic fatigue.
A teacher said, "Students' compositions can be improved not by teachers' teaching, but by reading and writing more." Practice has proved that this laissez-faire approach is an important reason for the "less delay" in composition teaching.
I think the following methods can improve students' writing level: 1. Summarize the existing problems in students' work and put forward effective improvement measures. This will not only enable students to understand the grading standards, matters needing attention, and the reasons for mistakes, but also enable them to draw inferences and understand the writing of a class of articles. For example, when reviewing students' compositions, I found that the common problems of students' relationship topic compositions are: I don't understand that the central argument of an article must be the relationship between concepts, or write only one aspect, or write alone, or start a new stove; I don't know what kinds of common logical relationships are; Lack of analytical ability, unable to judge and reason.
Accordingly, in the composition evaluation class, I will focus on training students' ability to judge the relationship between things and explain the reasons, and then ask students to write compositions on such related topics as "action and result", "idolization and self-cultivation" and "center and edge", so that students' argumentative writing ability can be effectively improved from one article to another, from writing to guidance and then to writing. Second, examples to prove ideas should come from textbooks and students' own exercises as much as possible. If you choose extracurricular examples, on the one hand, students will feel strange and need time to understand. On the other hand, because some examples are too old or difficult to connect with ideas, it will bring difficulties to teachers in preparing lessons.
If you choose the examples in the textbook, students can quickly understand and learn to look at the learned text with a new eye. For example, the "face" of the "combination of point and face" in argumentative argument is to take a familiar example word in the form of arrangement, which can not only enhance the momentum of the article, but also show the author's profound knowledge.
8. An action description composition about "a Chinese teacher's class" has been taught countless times in my study career. With the passage of time, many of them have gradually forgotten, but one lesson is still fresh in their memory and unforgettable.
"The new semester is coming again. I don't know which teacher will teach us this semester. " I muttered to myself.
The ringing of the bell woke me up in meditation. "Class begins!" With the shouts of my classmates, I straightened up and decided to give my new teacher a good impression.
Knock, knock, with the heavy footsteps, the teacher came. "Come on in! Come in! " I stared at the classroom door, "Hey! It's really boring It turned out to be a smelly old man! " I suddenly like a deflated ball, prone on the table.
"This year is the sixth grade, which is the most critical semester in primary school. How I long to see a good teacher! But now "the more I think about it, the more sad it is." "My name is wujun, Wu. I have a good mouth and a beautiful horse." "Look, the old man is introducing himself!" I whispered to myself.
"Although I am a little old and my eyesight is not very good, I can't see clearly without glasses. People may not like me very much, but I have more teaching experience than young teachers. " "Look, it's quite complacent.
"I glanced at the old man and thought casually." Although I am old, I am still diligent. I never want my wife to do my laundry.
""Ha ha! " The whole class burst into laughter, but the old man was not angry. Then he said, "I just came to your class and naturally want to leave a good impression on you." After that, I wrote the words "fish" and "fish" on the blackboard and said, "Many students can't tell the difference between these two words. Now let me talk about the trick.
After that, he wrote the words "fisherman" and "eat fish" on the blackboard with different colors of chalk, and said, "Why is the" fishing "of" fisherman "a bit of water? "This stumped us, and the students were full of doubts and kept turning over the dictionary. At this time, the old man spoke: "Because the fisherman is a fisherman and the fish is still in the water, there is three points of water.
"The students kept nodding, and they were all surprised." Then why doesn't the "fish" that eats fish have three waters? Suddenly the classroom was full of small hands, and the old man pointed at me and said, "Tell me about this classmate.
"I stood up and said confidently," Because the' fish' of' eating fish' has been played out, naturally there is no water. " The old man nodded with satisfaction.
Then, the old man told the new lesson vividly. I sat up straight and pricked up my ears. I was there before I knew it. The bell rang and the students reluctantly walked out of the classroom. I think today's 40 minutes are so short, so full of fun and nostalgia, and the old man is so knowledgeable. From then on, I respectfully called him Mr. Wu. Since then, I have been fascinated by Chinese classes.
9. How to evaluate the composition class 1? Based on the teaching content of composition class.
All kinds of open classes and observation classes at all levels are concerned with the teachers, that is, the personal teaching organization, teaching technology and teaching style. Because the individual differences of teachers are obvious, this kind of evaluation that only looks at teachers but not students will of course be questioned. Under the concept of the new curriculum, people have changed the perspective of class evaluation and evaluated teaching from the perspective of students, that is, whether students interact and cooperate in class? How many times did the students talk about it? Whether the discussion is enthusiastic, etc. Focusing on the external form of classroom evaluation, it still points to teachers' classroom organization and teaching methods, while the question of what teachers teach in composition class is ignored to some extent.
Professor Wang Rongsheng has always advocated observing and evaluating teaching from the perspective of teaching content. He believes that "before evaluating the teaching method of a class, we must first examine whether its teaching content is correct;" After feeling the active atmosphere of classroom teaching, we should pay more attention to whether students have a Chinese experience corresponding to the teaching content. "
The teaching content is the question of what the teacher actually teaches in the classroom. The curriculum standard puts forward the requirements of "writing" and "writing" for composition teaching in primary schools, but the specific requirements are unknown. The teaching content of writing teaching can be summarized from two aspects: on the one hand, teachers give composition topics, students write them in class or after class, and the teaching content of composition class is mainly to comment on students' compositions. The content of classroom teaching organized by teachers is "proposition-students' writing-correcting-commenting", and the teaching content of "how to write" and "how to write" is almost blank. This kind of composition teaching relying on students' independent exploration is often time-consuming and inefficient. There is also a kind of teaching content, the teacher explains some writing knowledge, such as how to describe, how to express feelings, how to arrange paragraphs and so on. The teaching of these writing contents is often combined with reading teaching. When students really want to write, they often find that the writing knowledge taught by teachers is not very useful. On the other hand, in this kind of teaching, teachers impart some external and static writing knowledge in class, and writing is a practical language skill. Static knowledge cannot be turned into practical skills overnight, but it needs a long transformation process.
In the composition class, the teacher either says nothing or talks about some useless writing knowledge, and the composition teaching content is almost scarce. What you teach doesn't work and can't solve practical problems. The crux of the problem is that the teaching of these writing contents is out of the context of students' writing.
How to observe and evaluate teaching from the perspective of teaching content? We combine two cases of composition teaching to analyze. Teacher Yu Yongzheng's "Examination" (see People's Education, No.5, 2006) in writing content, teachers mainly start from the following aspects:
By asking students whether they are willing to take the exam, they naturally transition to their views on the exam;
Take the exam and put forward two requirements (the teacher sets a trap for the exam);
Correcting test papers and commenting;
Teachers guide students to write down their feelings;
Communication between students.
Teacher Yu passed this unique exam, which made the students fall into his preset "trap" and gave them a profound experience and feeling. In the following writing, students naturally speak freely. "Emotion moves in the heart and comes from words". Writing is the catharsis of the soul and a way to express yourself. Without the touch of the heart, it is disease-free, and the quality of writing is self-evident. It is certainly a positive and desirable method to let students appreciate life and enrich writing materials. But not every student has the time and opportunity to go out of home and school to feel the outside world. Then the teacher needs to provide the students with writing content to feel life in class. Teacher Yu solved the problem of students' writing content. Of course, it is also the key to the success of this class that teachers establish a harmonious dialogue relationship throughout the class and create an atmosphere of equal dialogue with students.
Wang Songzhou's "sentiment test" (see "Chinese Teaching Communication Journal of Primary Schools" 2007. 1) neither taught students specific writing knowledge nor put forward any specific requirements for students' writing. The teacher did the following things in class:
Please take out a clean piece of paper;
Write down your five favorite people on paper;
Pick up a pen and cross out one of them;
Cross out another one;
Cross out another one;
The last painful choice is to cross out one of the two.
In addition to the limited dialogue between teachers and students in class, teachers are more about letting students experience and express their feelings. Two-thirds of the time in the class is spent by teachers to solve the problem of writing content. It is also with the richness of writing content that in the little time left, students are resourceful and write articles that make people cry.
Let's leave aside the social controversy caused by Wang Songzhou's "home test". Judging from the writing content, Mr. Wang's class alienated the distance between reality and life through the creation of family ties, made students feel "strange" about life, integrated the writing content with students' emotional experience, and stimulated students' desire to express. From the analysis of teaching content, this kind of composition class should be advocated.