Piaget, a Swiss psychologist, said: "All mental work depends on interest." When primary school students are interested in writing, let them engage in writing activities for a long time, and they will not feel tired, let alone a burden. On the contrary, they will remove all obstacles and devote themselves to writing activities. It can be said that writing interest is an important guarantee for primary school students to write a good composition. However, primary school students' interest in writing is not innate, but is stimulated and cultivated through education in a large number of extracurricular activities. Therefore, teachers must pay attention to consciously cultivate primary school students' interest in writing in various activities. First, consciously cultivate primary school students' interest in writing in the activity of "writing from the heart". The focus of composition training in lower grades should be on cultivating interest and self-confidence, so that students can develop good habits of daring to write, being willing to write and being willing to write at an early age. However, it is difficult for junior students to have a clear sense of homework when writing. They may just finish their homework and tasks. In the long run, they will treat writing negatively and lose interest in writing. If we can make writing close to the reality of primary school students' lives, they will be willing to write, willing to write and have something to write. After writing it, it will be affirmed or praised by the teacher and recognized or appreciated by the classmates. They will feel satisfied and happy, will regard writing as the need of life, and will spontaneously have a strong desire to write. When I teach Chinese in grade one, I encourage students to write to me, and take this activity as a way to collect students' information and practice. I once said to the students: I can see that the students like the teacher very much, trust the teacher and want to tell the teacher what they think. Teachers also want to listen to students' voices, but such opportunities are limited and can't meet the needs of all students at all. If students can write their ideas on paper and give them directly to the teacher, then the teacher can use the evening time to read the students' ideas carefully. Would you like to write your thoughts to the teacher? "agree!" The children answered in unison, indicating that they were all willing to take part in writing activities. From then on, I can receive a stack of large and small pieces of paper every day. Some of them wrote a sentence or two, some wrote three or five sentences, and some wrote a long paragraph. Give timely affirmation and praise to those students who truly express their thoughts and opinions. Let them get the appreciation of their classmates, experience the fun of writing, enjoy the fun of writing, and let writing gradually become a happy thing for children. Second, cultivate interest in literature group activities, carry out interest group activities, provide students with opportunities to show, learn, communicate and express, and more importantly, stimulate writing motivation and cultivate writing interest. In the activity, let students fully let go of their hands and feet, let students express themselves freely, and truly embody the principle of "I write my mouth" and "I write my heart". For works that have made great progress or have special skills in a certain aspect, they are displayed and exchanged through posting, printing and other forms. Recommend excellent works to newspapers and periodicals for publication, which gives young authors a chance to taste the joy of success and creates opportunities for young readers to learn from each other's strengths. I once recommended the article "Lovely Little White Exemption" written by Liu Xueqin, a member of the group, to be published in Weihui Newsletter (Special Education Issue), which had a great influence on all the students and inspired them to write more enthusiastically. Soon, several exercises were published in newspapers and periodicals. Third, cultivate the interest of "students with learning difficulties" in transformation. Schools of all grades will have such "students with learning difficulties" for various reasons. Most of them are not interested in learning, and they also "stay at a respectful distance" from the "difficult areas" of their compositions. It will be more difficult to stimulate their interest in writing. However, as long as we can "take the pulse" and "prescribe the right medicine", we can still achieve certain results. I met such a "student with learning difficulties": she lived in a very special family for eight or nine years. After my mother moved into my village, I began to study in the first grade. The girl has a glib tongue and is stubborn and arrogant. Fighting, swearing, lying and stealing are her daily routine, which often makes the class "noisy". For this reason, her mother once severely punished her, sometimes even cruelly, but it was useless. Teachers consider her a "persistent advocate". I worked as her head teacher for a few days and learned her skills. However, I have not recovered. I believe that warm water may be effective for hard ice that cannot be melted by fire. I adopt the transformation mode of giving priority to counseling writing, supplemented by criticism and education. I asked her to help me hand in a composition when her son made a mistake. Write clearly the cause, process and result of the matter, tell the truth, and I will correct it face to face after writing. Where I didn't write clearly, I calmly asked her a word or two to add something. The educational method of writing has had a wonderful effect on her. In the process of revising her composition again and again, she finally woke up to since the enlightenment step by step, and her writing level also improved obviously. It can be said that moral education and exercises complement each other, complement each other and get twice the result with half the effort. After I helped her write "I will never run away again" published in the newspaper, I asked this girl to read her homework in class, and many students were moved to tears. Students who are usually afraid of writing and feel inferior also draw strength from it and have a strong desire to publish "works". Fourth, cultivate writing interest in writing activities. At the flag-raising ceremony in our school every Monday, there is a project for students to give speeches. This is a platform for students to show their talents and a good opportunity to stimulate their interest in writing. I encourage students to prepare speeches carefully, communicate in groups first, then attend classes, and finally choose the winners to attend the flag-raising ceremony of our school. Hou Wenhao, a student in our class, gave a speech entitled "Strive to be a model of learning", which was well received by the students and won warm applause from them. 5. Cultivating writing interest in composition teaching We know that the requirements of the new curriculum standard for writing are obviously lower than the syllabus, and the focus of writing training should be to cultivate the writing interest of primary school students. Primary school students' writing requirements should be from low to high, from easy to difficult, step by step. We should attach importance to the material, be as close to students' life as possible, and let students have something to say and content to write. Composition evaluation should be more praise and encouragement, with affirmation of achievements as the main point. For example, circle well-used words with a red pen and underline well-written words.