"Chinese Teaching Syllabus for Primary Schools" points out: "Writing refers to expressing what you see, hear, think or experience in appropriate language." The formation and development of pupils' writing ability plays an important role in the formation and development of pupils' psychological personality characteristics. Composition teaching is an important part of Chinese teaching in primary schools, and it is also an important work to improve the quality of students in an all-round way. "Thinking" is very important when we instruct students to write. Reciting a lot of model essays and model essays can't really improve the writing level, because we ignore the students' dominant position, thinking training and developing ideas. Only by getting inspiration from "thinking" can we think like a spring, write with God, and there are flowers at the bottom of the pen. How to improve the overall composition level of primary school students, I have made bold attempts in many years of Chinese teaching practice, and the main methods are as follows:

First, a clear understanding of the nature of composition teaching for primary school students

The so-called "essence of composition teaching in primary schools" means that teachers guide students to practice expressing what they have seen, heard, thought or experienced with appropriate words. The new curriculum standard clearly points out that primary school students' composition is a combination of "writing words" and "practicing". This is not only in line with the cognitive law of primary school students learning to use language to express their thoughts, but also in line with the reality of composition teaching in primary schools. The essence of primary school students' composition is to practice speaking with a pen. On the basis that students have learned or basically learned to use spoken English, students should learn to speak with a pen, realize the transformation from oral to written, turn writing into a kind of free talk from the inside out, make students interested in writing, and be willing to freely write down what they see, hear, think and feel, thus forming a writing subject, writing their own opinions, expressing their natural feelings and using their own free pen. Obviously, the process of composition teaching in primary schools must be guided by teachers, thus forming a unique "three-dimensional structure" (teachers, students and practice content) that distinguishes composition teaching activities from general cognitive activities. It is a process in which teachers "teach" students to "practice" composition, and it is a process in which bilateral activities between teachers and students are organically unified.

Second, create a situation and dig deep into the connotation of the topic

Composition is the correct reflection of objective things in students' minds. Whether the composition correctly reflects objective things and whether the ideas expressed in the article are healthy depends on whether the students' ideological understanding is correct. Therefore, in composition teaching, we should always take creating situations to stimulate students' writing * as the teaching purpose, and carry out ideological and moral education on students in combination with specific composition content to improve students' ability to know and reflect on life. For example, when I give students the topic of "lovely hometown", I don't just preach to students, but let them write about the loveliness of their hometown and express their love for it. Instead, they are required to make an in-depth investigation and make records, so that students can unanimously realize that only through reform and opening up can our motherland become more and more prosperous. This has greatly inspired students' enthusiasm for loving the motherland and hometown. Most of the articles written are flesh and blood, and the love for the party's motherland and hometown is filled between the lines. According to the creation of the situation, we should dig deep into the connotation of the topic, help students sort out their composition ideas, buckle the key points of the composition, and light a bright "navigation light" for the navigation of the composition.

Third, a reasonable proposition to stimulate interest

Einstein once said, "Interest is a teacher." From the perspective of educational psychology, interest is an internal force, which can promote students to sprout a strong thirst for knowledge, generate a kind of self-pursuit from the heart, and move forward towards the established goals. Composition is a reflection of reality, and life is the source of composition. Proposition composition should be combined with real life. A good topic can often play the role of summarizing the full text, pointing out the center, and stimulating students' enthusiasm and interest in writing, just like lighting dry wood and making it burn. On the contrary, if the topic is inappropriate, divorced from reality or formulaic, students will feel that there is no rice to cook. We should guide students to write familiar people, events, sights and things, and tell the truth, not empty words and lies. Composition is closely related to life, and composition is accumulated by life. Then our teacher should stimulate students' love for real life and their enthusiasm for observation, thinking and writing. Therefore, when writing a proposition, we should pay attention to the following points:

1。 The proposition should have a clear purpose, so that students can break through a difficult point and highlight a key point in each composition when planning an article.

Teachers must have a correct mind and a clear purpose. Before teaching, they should ask good questions, which is conducive to students' writing, students' free choice of materials and the development of students' intelligence and imagination. Don't embarrass the students on the proposition.

2。 The proposition should be oriented to all students.

In the class, students' family status is different. For example, some have flown with their parents, seen the sea, climbed mountains, and some have never been far away. If teachers ask students to write articles about oceans and mountains, some students can't write them. To this end, we can write a semi-propositional composition, such as "My first time …" or "I love …", so that students can finish it before writing. In addition, teachers must pay attention to interest, inspiration and timeliness when writing propositions.

Fourth, grasp the writing requirements and train the ability to examine questions.

To write a good composition, grasping the meaning of the topic is the basis of writing. First of all, we should train students to examine questions: first, we should train students to analyze problems. Ask students to analyze some topics in detail and master the meanings of "table" and "inside", "dew" and "containing" of the topics. Ask a few "what" and "how" questions around the topic, and ask yourself and answer them until you can answer "How should I write this article?" For example, "digging a spring", students can ask such questions: "Who dug the spring? What time? Why dig springs? How to dig spring water? What is the result? " In the process of asking questions, students actually grasped the key word "mining" and made clear the development order of things. "remember an unforgettable thing", we should grasp "unforgettable"; "Remember an interesting thing" and grasp "interesting". The second is discrimination training. Ask the students to compare a group of topics, distinguish similarities and differences, and find out the content, center and angle to write. For example, compare "remember a classmate who studies hard" with "remember a classmate who is worth learning", and the latter is more extensive. Besides studying hard, you can also write about being polite, helping others and loving labor. In addition, there must be topic selection, topic matching and topic selection training. Students can quickly find a "golden key" to pass the "exam" by writing their compositions like this.

Fifth, pay attention to the combination of "written" and "oral" composition.

As far as composition teaching is concerned, teachers should pay attention to the combination of "written" composition and "oral" composition, and cultivate students' consciousness of hard training composition. Usually, we should start from the following four aspects: (1) Educate students on the purpose of writing, so that students can understand the importance of writing well. (2) Read excellent compositions in newspapers and magazines and better student compositions, and praise students who are diligent in writing in combination with the actual situation of the class. (3) Combining with the text, create situations and improvise the composition. (4) Use spare time to lead students to visit cities, military units, nursing homes, museums, etc. So that students can learn to observe, see, hear, be good at thinking, describe orally on the spot, and get rich writing materials from life. In the actual composition teaching practice, this is not the case, but the teacher provides students with materials and model essays, so that students can write gourd paintings according to gourd paintings. Providing an outline and setting a framework for students to fill in the "framework text" to guide students' composition ignores students' cognitive process, training process and students' subjectivity in practice, which makes students fall into a passive learning situation. Therefore, the written composition is often parrot-learned, full of lies and empty words, and it is difficult to write a composition with concrete and vivid content, telling the truth, telling the truth and being creative, which not only restricts students' thinking, but also affects the healthy development of students' thinking.

In short, in the current torrent of curriculum reform, we should earnestly do a good job in teacher training, increase teaching and research efforts, improve teaching methods, strive to stimulate students' interest in writing, further guide them to love writing, familiarize themselves with doorways, let students freely choose appropriate expressions, and let them write freely, write whatever they want, say whatever they want, and write their compositions sentence by sentence in appropriate language. Let students actively participate in the writing process, give full play to students' main role, arouse students' enthusiasm for writing, make students regard writing and writing as a conscious need in daily life, effectively cultivate and improve students' cognitive ability, especially their thinking processing and sorting ability, so as to improve their writing ability. Therefore, in the process of composition teaching, it is the ideal state of composition teaching that we should pursue to cultivate students' cognitive ability and language expression ability into a unified whole.