First, cultivate interest and stimulate students to write independently
Zankov said: "Only in the atmosphere where students are in high spirits, constantly demanding upward, and want to express their unique ideas, those thoughts, feelings and words that enrich children's compositions can be produced." Therefore, in the lower grades of primary school students, we should pay special attention to the use of real emotions, pay attention to cultivating students' interest in writing, and make students willing to learn, like writing and fall in love with writing.
First of all, we should appropriately lower our teaching objectives and requirements, gradually improve our requirements, and finally achieve our teaching objectives. Let students know that writing is to write down what they want to say, and every student can do it. In addition, write down what they want to say and check for typos or meaningless sentences, so that every student can do it well at the same time. Constantly stimulate the interest of primary school students to write down what they want to say, so that this interest can be maintained for a long time. Students are encouraged to write at an early age. Affirm and praise every good phrase and sentence, fluently, without typos.
This will definitely enhance students' self-confidence, and will definitely make students want to write more and more, and gradually they will write more and more. They will become more and more confident in this constant affirmation and praise, and they will look forward to the next success every time. This will make students happy and love writing.
Secondly, we must lower the definition of propositional composition, which hinders students' personality. For elementary school students, their definition of composition is still vague. At this time, you can't put a shackle on the definition, which will only make students feel difficult and guided.
Lack of interest can be counterproductive. On the contrary, if such requirements are lowered for students, they will enjoy full freedom to express what they want to express, which will certainly stimulate their interest in writing. I once organized an activity class "Blowing bubbles". After the activity, I asked the students to write their own papers. On the next day's homework, there were various topics: "Blowing bubbles", "Interesting class" and "Beautiful bubbles" ... I didn't specify a topic, just let the students choose the topic they wanted to write. My advice to students is to write about the process of blowing bubbles, the beauty of bubbles, and so on, so that students can write freely and express themselves, so that they really love writing.
Second, enrich reading and accumulate writing materials.
"Nine-year compulsory education full-time primary school Chinese teaching syllabus" emphasizes: "Writing should be closely coordinated with reading teaching." Therefore, the idea of reading serving writing should be infiltrated into students in teaching, and reading teaching should run through the usual composition teaching. Reading is the basic material for students' best homework. Without rich knowledge accumulation, it is difficult to write a good composition with rich and novel content. Therefore, teachers should educate students more and read extra-curricular books, especially famous books, natural science knowledge and even essays, so that students can extract their favorite paragraphs or sentences while reading. As Bacon said, "Reading history makes one wise, reading poetry makes one wise, mathematics makes one careful, natural history makes one profound, ethics makes one grave, and logic and rhetoric make one able to distinguish."
In daily teaching, we often carry out reading activities and learn to write reading notes. Through such activities, I combine inside and outside the classroom and inside and outside the school, guide reading methods in the classroom, and let students read widely outside the classroom. At the same time, organize some reading class meetings and special salons for students to discuss and exchange their reading experiences in groups or in the whole class, or
Participants exercise their eloquence by holding class meetings, debating or telling stories. For example, the class meeting with the theme "What did I miss ……" will be held after learning Prime Minister Shili. Ask the students to express their loved ones (whether born or dead) that they miss most in a few sentences. The students spoke enthusiastically, and one of them said, "I miss my relatives more often during the festive season." In a blink of an eye, the Mid-Autumn Festival is coming again. After the Spring Festival, my father went out to work, and the scene of leaving my father appeared again. I remember my father holding my hand the night before going out to work and telling me to listen to my mother, study hard and not be naughty. Later, my father told me a story, and I fell asleep while telling it. The next morning, I got up early and found that my father had packed his luggage and was about to leave home. I ran out in my pajamas without thinking about anything. I chased and shouted, and my father secretly wiped his tears. This description is the most touching, and students can tell the truth and truth in this way.
In a word, Chinese teaching in primary schools is not an easy task. Teachers must constantly explore in teaching theory and classroom practice, get inspiration from exploration, constantly sum up teaching experience, and let students write better compositions.