First, renew ideas and change guiding ideology.
Why can't the students' compositions go up? Why do you feel speechless when you first start writing a composition? The key to the problem lies in our teachers themselves and our guiding ideology.
Writing should be students' own business, but it has always been teacher-centered. Composition teaching in primary schools has always been confined to the narrow world of "teacher teaching composition": the topic is designated by the teacher, and "what to write" cannot exceed the scope designated by the teacher; "How to write" must follow several patterns specified by the teacher. Give detailed guidance from the aspects of proposition, material selection, determination of center, beginning and ending. Primary school composition is a thinking process from concrete observation to abstract generalization, which requires students to experience and train seriously in long-term composition practice and transform it into their own composition ability. The teacher's "spoon-feeding" is actually from abstraction to abstraction, which ignores the characteristics of students' thinking and violates the laws of students' thinking.
Long-term composition teaching practice has proved that whether students can give full play to their main role is the key to measure the success or failure of composition teaching in primary schools. In composition teaching activities, the practice process itself is the process of students' subjective thinking and creation, and the process of students' beginning to accumulate, think independently and combine processing. It is also clearly pointed out in the syllabus that the practice of primary school students is to practice expressing what they see, hear, think or experience in appropriate language. The textbook also guides the exercises: say what you think and write what you say. In fact, what is emphasized here is that teachers should respect students' original expressions as much as possible. Perhaps the childlike innocence, childlike interest, childlike interest and nursery rhymes that adults can't understand are superficial and direct to teachers. However, we should know that this is a true reflection of the exercise subject, a concentrated reflection of his comprehensive level of cognition, understanding, emotion, thinking and language, and many of them are his unique feelings of life experience. To change the teacher-centered teaching mode, teachers must always implement the educational thought of "taking students as the main body". On the basis of respecting the subject's interests, thoughts, emotions and personality, we should guide students according to the situation and teach them in accordance with their aptitude. Only in this way can we effectively strengthen composition teaching and achieve our expected goal.
Second, to stimulate students' interest in writing
Interest is the best teacher. When a person is interested in something, he will pay special attention to it, explore boldly and engage in activities related to it.
Composition is a hard mental work, which is abstract and difficult to arouse the interest of primary school students. Cultivate students' interest in composition. You can do it from the following aspects:
1, playing middle school
Teachers should organize students to participate in related activities before instructing students to write. Let the students move and fully feel the fun. Teachers organically infiltrate teaching into their games, so that students can master writing knowledge unconsciously. In this specific environment, students are full of interest. With personal experience and the guidance of teachers, students can write interesting and good articles. For example, when I was instructing students to write the composition of "The First Time", I didn't mention anything about the composition. I only asked each student to bring a piece of cloth, a few buttons and a needle and thread, saying that it was necessary for Chinese class. When I went to class the next day, I found that my classmates had brought everything together and looked at me with expectant eyes. When I explain the rules of the game: see who can sew the buttons in the shortest time. The children were very active and started to work, so I lost no time to guide them below. After the game, I didn't rush to let my classmates write, but let them tell their feelings about sewing buttons, and the students raised their hands to speak. But the opportunity is limited, so I said, "The teacher really wants to know the different feelings of each student. Do you want to write it down and tell the teacher? " "think!" The students said in unison. They changed from "nothing to say" to "something to say". Of course, we can't let students "play" every composition. The key is to teach students to integrate and write down every different feeling in their study and life in time. Only in this way can we maintain the interest in writing.
2. Protect students' curiosity.
Everyone has an instinct for curiosity. When something new and different happens in the outside world, it will attract people's attention and even can't help but explore. Whether students love to write or hate to write, whether they love to ask questions or not, and whether they are sensitive or insensitive to new things mainly depends on the guidance of teachers, which requires teachers to do everything possible to protect students' curiosity, constantly stimulate students' interest in inquiry, and affirm and encourage students' discovery. Once, one of my students naively asked me, "Teacher, what would happen if there were no mice in the world?" I showed great interest in this "boring" question: "What do you think?" "Well, my rice won't be stolen." He thought about it and said. "Cats have no enemies." "There is an animal missing." Several students nearby also answered the phone. So I simply bring this question to class for discussion. Everyone talked noisily and gave me many unexpected answers: "I don't know the mice in fairy tales" and "babies don't get bitten by mice" and so on. I asked the students to write their thoughts in a diary, and the result was very good. This not only protects a student's curiosity, but also drives the whole class's interest in finding problems.
Third, love life and cultivate students' observation ability.
Ye Shengtao said: "Writing is inseparable from life. To what extent can life be enriched, what articles will be made. " Mr. Lu Xun also said: "To create, you need to observe first." Pupils often feel speechless when writing compositions. Mainly due to the lack of materials, there is nothing to write, so that I can't start with a pen. It's not that students don't understand and care about life, but that they have poor observation and analysis ability and are not good at understanding and capturing the most distinctive things in life through superficial phenomena. So we turn a blind eye to many things around us and turn a deaf ear. It can be seen that it is our top priority to teach students to observe and analyze and cultivate their ability to understand life. Then, how should teachers cultivate students' observation ability in the process of composition teaching?
1, start with "small" and observe the experience.
Life is the source of creation. As the saying goes, "a clever woman can't cook without rice" is more appropriate in the relationship between composition and life. The composition materials will never appear in students' minds for no reason. The material of the composition can only come from students' own life, from their observation, physical quality and perception of life. Students' unique feelings about life come not only from personal experience, but also from a sensitive heart. Primary school students have little life experience, and many things are not deeply understood, so they can't write true feelings. So how to experience it? I think we should start from "small", from watching hens lay eggs, kicking stones, planting flowers, playing with mud and so on. Be a conscientious observer and experience life. One of my former students once wrote in his diary: "Today is really boring, except herding cattle." So I asked him, "Have you carefully observed the way cows graze when you are herding cattle?" Nothing happened when the cows ate grass. "He didn't answer at that time, but he gave me a satisfactory answer in his second diary: he found that the cow and the crane became good friends, and after thinking, he also cracked the secret, which made him think that people and animals should also get along well. From "boring" to "discovering secrets", this is to observe and experience the changes brought about by life.
2, form a habit, long-term observation
Besides teaching students how to observe things, they should also use their brains to see, listen, touch and think. More importantly, we should prevent observation from being regarded as a short-term behavior and cultivate the habit of paying attention to things around us. It rains when it meets the wind, and something happens when it meets something. In order to achieve this goal, you can consciously follow and observe something. For example, a loofah was planted in the botanical garden of the school. I took the students to observe it for a long time, mastered the different characteristics of each stage in its germination, flowering and fruiting process, and wrote it down. Once, it suddenly rained heavily during class, so I simply stopped class and let the students observe the instantaneous change of the scenery outside the window. There are many training methods. No matter which way to guide students, the purpose is to make students pay special attention to people, things and things around them, and try their best to capture the most distinctive things from these ordinary and common life phenomena. When writing, we must have "things" in mind, so as to correct the defects of lies, empty words and cliches, and let students have nothing to say → something to say → something to say.
Fourth, strengthen reading, reading and writing.
Reading is an important link for students to accumulate knowledge and lay a good foundation for writing. Writing is inseparable from reading, which is the basis of writing. As Teacher Ding Youkuan said: "Reading and writing are combined to complement each other, and reading and writing are separated, and both lose." Mr. Ye Shengtao said: "Reading any article mainly depends on being inspired, educated and gaining indirect experience. While we really understand it, we must know something about the writing skills of the article ... "This paper shows the importance of reading to improve writing. For children, it is of great significance to widely read interesting texts suitable for children, and to be exposed to articles in multiple language styles after reading a lot. Can make students understand that textbooks are not unattainable, textbooks come from life and are written by people. Learning textbooks is the foundation, and mastering language tools creatively depends on your own understanding and sense of language, which is commonly called sense of language. So where does the sense of language come from? A sense of language comes from enough reading. Only reading can really help students improve their writing ability. Students can also enrich their knowledge, improve their understanding and broaden their horizons through extensive reading. The more extracurricular reading, the richer the students' compositions, the more active their thinking, the more choices they have to express themselves, and the more comfortable they can use them. As the poet Du Fu said, "Reading is like writing."