How to effectively improve junior high school students' writing level is a difficult problem that I have been studying with great concentration. In recent years, with the continuous advancement of quality education and new curriculum reform, great and profound changes have taken place in educational concepts, educational methods, educational resources and educational behaviors. The historical mission of composition teaching can't help me to change the traditional teaching mode that I have insisted on for many years, such as teachers giving questions, students' compositions and teachers' comments on compositions. In view of many problems existing in students' composition training, I analyze the reasons from the aspects of composition guidance, composition correction and composition evaluation, and explore countermeasures. Now I will briefly introduce the basic situation of exploration. First, the first step of composition guidance, guidance. Guidance refers to the guidance and guidance to students before writing. Junior high school students are still in the primary stage of learning to write and lack the ability to write independently. Without the teacher's guidance before writing, it is difficult to correctly understand the composition requirements, and many problems will inevitably appear when writing. If sufficient guidance is given before writing, students will initially understand why and how to write, which will motivate them and improve their writing enthusiasm. I have strengthened the guidance mainly from the following aspects: (1) Guidance based on the content of the text. The selected textbooks are all excellent works. In the process of reading teaching, we should give full play to the guiding role of text in writing based on the reading principle of writing with reading, and closely guide students to write from the aspects of conception, conception, planning, layout, wording and style, so that students can feel how to write, not how to write, through the text. (two) combined with excellent examples for guidance. As the saying goes: read 300 Tang poems by heart, and you can recite them if you can't write them. These are all about learning and imitation. Teachers should guide students to expand their reading and obtain beneficial nutrition from excellent works as a supplement to existing knowledge, so as to broaden students' horizons and accumulate and enrich writing materials. At the same time, guide students to imitate the conception, structure, layout, composition and expression of examples, master the law of composition, and then write innovative exercises on the basis of reference and imitation. Life is the source of writing. Only by being familiar with life, accumulating life and excavating life can we write a good composition. Teachers should create conditions for students to get in touch with society, people and life, and guide students to know the truth, goodness, beauty and falsehood and ugliness in life. Let students store a certain amount of living materials in their brains and expand imports, so there will be no trouble of cooking without rice. (4) Pay attention to successful guidance and build up confidence in writing a good composition. Judging from the actual situation of middle school students at present, it is not that they do not have the basic conditions for writing well, but that they lack confidence in writing well. Most students are afraid of writing to varying degrees. To improve composition guidance and writing efficiency, we must first eliminate psychological barriers. The best way is to guide students to succeed before writing. Teachers should encourage them to write practical things and express their true feelings. Tell students that writing a good composition is not difficult or unattainable, and every student can write a satisfactory composition. Encourage them to get rid of fear and build up confidence in writing a good composition. Composition guidance should focus on stimulating writing interest, opening up ideas and leaving room for students to think and imagine. In composition guidance, teachers should focus on the main hazards and guide interest. For some topics, teachers should not speak thoroughly, but should leave room for students to think. In view of the fact that students can't write things that they are not interested in, teachers should try their best to give students all kinds of inspiration and materials before writing, such as watching pictures, reading books, listening to music, watching plays and discussing, so as to arouse students' interest in writing. Step two, talk. Storytelling refers to students speaking extemporaneously on the topics and requirements of composition. It is the continuation of composition guidance and the basis of students' writing. It plays an important role in cultivating students' oral expression ability and further expanding their writing ideas. The time to tell a story is generally 10 minutes, and the content of the story includes the title, theme, genre, conception and layout of the story. The form of storytelling can be told by individuals, selected by groups of representatives, and participated by teachers as students. On the basis of students' speeches, teachers give a brief explanation and summary, and remind students to have their own unique ideas and opinions on the basis of listening to others' opinions. Arranging the essay-writing link is not only convenient for students to inspire each other, learn from each other and learn from each other's strengths, but also convenient for teachers to find problems and give on-site guidance; It will not only broaden students' horizons and ideas, but also cultivate students' agile thinking ability and oral expression ability, thus creating conditions for their first job. Second, the revision of composition is an indispensable aspect in the whole writing training process. Teachers should cultivate students' habit and ability of revision in their usual composition training, take the initial revision as an essential step and check it in time. When revising, we can adopt the methods of students' independent revision, students' mutual revision and teachers' correction. We mainly adopt the method of combining students' mutual correction with teachers' correction. No matter which way is adopted, students should do ten checks: first, check whether the views are clear; Second, check whether the key points are outstanding; 3. Check whether the content is substantial; 4. Whether the seizure problem is close; 5. Check whether the details are appropriate; 6. Check whether the structure is complete; Check whether the style of writing is concise; Check whether the sentence is fluent; 9. Check whether the words are accurate; Check whether punctuation marks are accurate. On the basis of ten surveys, students are required to correct. After the revision, let the students write a comment of about 200 words to talk about their views or feelings about the revision of the composition. After correcting the composition, students are required to read the comments carefully, reflect on the gains and losses of writing, sum up the problems and write a postscript of about 200 words. This is not only a small exercise, but also a real understanding of the problems in my composition, which will greatly promote the further improvement of my composition level. Writing comments is an important part of doing a good job in evaluation. It requires teachers to go deep into the author's inner world, understand the subtle movements of the author's mind, stimulate the author's writing enthusiasm with clever language, and clarify their own successes and shortcomings and the direction of improvement. Composition evaluation must grasp these requirements: first, pertinence. If the composition evaluation is to be comprehensive, it is beside the point. When evaluating and revising, we should grasp the main problems in the exercise to comment and point out the direction. Second, appreciate. Comments should fall on one word: reward them with new materials, profound thoughts, unique opinions, ingenious ideas, serious attitude and so on. Let students feel their own success and experience the joy of success. Third, literariness. A good review should have literary color, vivid language and intriguing implication, so that students can read and understand with appreciation. Fourth, humor. Students will not be willing to read boring and rigid comments, and they will not play a guiding role. A profound and humorous comment can create a pleasant learning environment-even criticism, students are willing to accept it. Fifth, emotional. Comments should have true feelings. Once students express encouragement and hope from comments, they will immediately feel excited and excited, and spend several times as much as the teacher's hard work on composition. There is such a fable: In winter, when the north wind wants to undress, it blows hard with a straight face. The stronger the wind blows, the more clothes people wear and the tighter they are wrapped; Spring breeze is not like this. She blows gently, with warmth and tenderness, which makes people open their hearts. Shouldn't our comments be blowing gently like this? 3. Composition Comments After completing the initial works, students are not only eager to know how they wrote, but also eager to know the reasons for success and failure, so they generally like to listen to comments. Teachers should be good at grasping students' psychology and make comments in a lively way. According to the requirements of each composition, select representative students' compositions to analyze and comment on, pointing out where to write well, why to write well, where to write badly, why not, and how to write, so that students can be inspired by the comments, and then compare their own compositions or let students read the model essays, and guide them to compare and analyze the model essays with their own compositions to understand how to write and how not to write; Or, the teacher will send the first book to the students before the lecture, let them carefully ponder over the corrections made by classmates and teachers, and write down their own experiences, and then select a few students with profound understanding to make key speeches and guide the rest of the students to make supplements. Finally, the teacher summed up the students' speeches. This way can encourage students to pay attention to correction and expand the effect of correction. Composition evaluation is what every Chinese teacher must do after revising students' compositions. The purpose is to affirm students' strengths, point out the common problems in composition through comments, and make continuous progress by fostering strengths and avoiding weaknesses. Comments can be summarized as: summarizing the overall situation, affirming success, insufficient analysis and guiding the direction. This kind of evaluation is a bit comprehensive, positive and negative, rich in materials, concrete and appropriate in content, and the students listened with relish and gained much more than before. Comments should pay attention to the following points: (1) Comments should be fully prepared. First of all, we should record the main advantages and disadvantages found in the correction, and then analyze and synthesize them to determine the content of the evaluation. (2) Comments should be focused. Teachers should adhere to the requirements of composition, focus on solving one or two problems at a time, and can't cover everything. The points mentioned must be grasped accurately, explained thoroughly and analyzed reasonably, so that students can know not only why, but also why. (3) The evaluation should follow the principle of giving priority to praise and stimulate students' enthusiasm for writing. (4) Teachers and students should participate in activities. Teachers are both organizers and participants of comments. Comment is the reproduction and perfection of composition guidance and the deepening and continuation of composition revision. Through comments, students can make clear the advantages and disadvantages of their own exercises, and then gain a rational understanding, paving the way for re-creation. There have been many problems in composition teaching for a long time. There are many reasons, of course, but the lack of concrete and feasible training methods in composition teaching is one of the important reasons. In the past, composition teaching was often one topic at a time. After the students finish writing, give it to the teacher, and the old teacher will revise it and give it to the students. In this way, the problems in students' composition can not be solved in time, and the opportunity of re-understanding and re-practicing is lost, which is not conducive to exerting students' subjective initiative and improving students' composition level. Through exploration and discussion, it is considered that rewriting the paper is one of the more effective methods. The process of retraining is retraining and re-recognition on the basis of guidance, speaking, writing, revision and evaluation. Copying refers to another kind of writing by students on the basis of revision and annotation. Copying should meet the following requirements: (1) Titles and paragraphs should conform to the writing format; (2) punctuation is clear and correct; (three) neat handwriting, clean surface. (4) Smooth, standardized and innovative. There should be strict requirements for the process of rewriting, which can not only urge students to pay attention to formal beauty and new content, but also cultivate students' serious and meticulous writing attitude. Marking is the second correction of students' compositions. There are obvious differences between the second batch and the first batch. The first batch is more detailed, and the second batch is just browsing and marking; The first batch can be approved and modified, and the second batch can be approved and modified; Of course, there are still some students whose composition level has not improved significantly after rewriting, and their scores and grades have not reached the standard. Teachers should criticize their compositions face to face, and give individual counseling, then let students revise and rewrite them, and then the teachers will review them until the students write qualified ones. We believe that rewriting a text is in line with the practice of understanding and writing rules, understanding and practice. This method can effectively mobilize the enthusiasm of junior high school students' composition and help improve their composition level. To really improve students' writing level, it is far from enough to rely on a Chinese book and a 40-minute Chinese class a day. Similarly, it is unrealistic to improve students' writing level on a large scale only by a beneficial exploration. Therefore, I will continue to strive to improve the level of composition teaching in line with the idea of constantly summing up in practice and constantly improving in summing up.