Children in lower grades begin to read synchronized compositions, which can be imitated. Training children to tell stories is good for writing.
Senior children. Be sure to practice your pen frequently.
1, a good article comes from life, write what you see and hear; Write your own personal experience; Write your true feelings, so that the article will be vivid and touching. 2. Writing is not accomplished overnight.
But in the face of today's exam-oriented education, we might as well learn some skills. For example, recite more paragraphs at ordinary times, with a good beginning and a good ending.
To prepare for the exam. 3. Read more, study hard and learn from it.
Good articles, good words and sentences, learn to accumulate. 4. Create a novel and unique article title.
Sometimes you can get twice the result with half the effort. 5. Keeping a diary can not only practice writing, but also accumulate materials.
6. Learn to quote famous sayings and immortal poems to make your article more convincing. 7. Usage of good words and sentences. Good words and sentences used in the article can add color to your article and sublimate it.
But it should be just right, not too much, too much will appear flashy. 8. apply what you have learned, that is, the ability to change, and change with the same.
9, close to nature, go out for a walk more during the holidays, see more and learn more. 10, being close to nature can also make your collected materials more colorful.
References:
I hope my answer can help you, and I wish you progress in your study.
2. The gains and feelings of learning Chinese in primary school for six years. The six-year harvest of writing primary school Chinese is about to be spent in ups and downs. In these six years, we have gained a lot and learned a lot. Chinese is our earliest course. We have studied Chinese since kindergarten, so this subject is no stranger to us in primary school. I remember when we were in primary school, the teacher asked us to write a little poem ourselves. After several semesters, I began to learn to write a composition. Generally, seven or eight sentences and a hundred words are good compositions. We were all dumbfounded when we heard the teacher say that senior three would write a letter. However, in the third grade, we found that the idea at that time was completely wrong, one and a half yuan? One and a half compositions are a common phenomenon. How many immature sentences have I recorded in the Chinese course? Did I find my friend from the Chinese course? Books. When it comes to books, there is an indescribable excitement in my heart. I have a lot of topics about this. Can we talk for a whole day? It really brought me a lot of happiness and knowledge. In the past six years, we have learned a lot from China. Although the texts are short, they tell us some other knowledge. Chinese is different from other courses on the road of our growth. It has no fixed content, ancient poems, historical stories and inventions.
There will always be some shallow knowledge points. Perhaps it is these knowledge points that make us learn to explore science and naturally make us fall in love with Chinese. My six-year primary school Chinese study is coming to an end. In the past six years, I have gained a lot. At each stage, I learned different knowledge: personification, parallelism, exaggeration and metaphor, which made me widely used in my composition. I think Chinese studies are very sour. I got 90.5 points in the mid-term Chinese exam, which is undoubtedly a blow to me. I regret why I didn't check it several times. In fact, the biggest reason is that I don't know enough about Chinese and my opinions are not very deep. This made me understand a truth-there is no end to learning. My learning method is summed up from six years of learning experience. In class, sit up straight and comment where you feel the deepest. In class, you don't have to take the initiative to answer questions, but you must understand the questions and be good at asking the next questions. Language is our mother tongue. It contains a lot of knowledge. Just like a memory card: at first there was nothing in it, but through our own efforts, the memory card had some "money".
3. Experiencing composition [Experiencing composition]
Today, I investigated my parents' ideals and learned from my composition. They have their own ideals, such as teachers, mathematicians and doctors. Have their ideals come true? No, why? Let me tell you something. Because everyone's childhood ideals are dreams, some people want to be soldiers and defend the motherland when they grow up; Some people want to be teachers when they grow up and cultivate the flowers of the motherland; Some people want to be scientists and explore the mysteries of science when they grow up. What about me? I want to be a teacher when I grow up, teach them knowledge patiently like my mother, and live happily with them every day. Everyone's childhood dreams may not come true. When I grow up, I have a new ideal according to my own specialties. Ideal is a kind of dream, let these dreams be hidden in our hearts forever. 250-word composition for primary school students (/)
4. How do primary school students write reading experience [How do primary school students write reading experience] 1. There are usually three ways to write their reading experience: one is to abbreviate the outline, the other is to write the thoughts after reading, and the other is to extract good sentences and paragraphs. How do primary school students write their reading experience? The topic can be * * * reading experience. 2. This is the key to writing a review. After reading a book or an article, there may be many feelings. If you cover everything like opening a grocery store, write out your feelings, nothing is a little bit, nothing is profound. The key part will be brushed aside like a dragonfly, which will inevitably make the article appear dull and not profound. Therefore, before writing your feelings, you should seriously think, analyze and refine your feelings. Choose what you feel most. You can write by grasping the central idea of the original work, or you can write by grasping a plot, a character and a flashing language that you feel most deeply in the text. It is best to stand out, dig deep and write your true feelings. In short, the deeper you feel, the more vivid your expression will be and the more touching your article will be. This is an important part of the feeling after reading. The focus of writing post-reading feelings should be to express feelings in connection with reality. What we are talking about is extensive contact, which can be personal reality, social reality, historical lessons or the status quo. It can be childhood life, class or family situation, but the most important thing is to highlight the spirit of the times and have a strong sense of the times no matter how you contact it. How do primary school students write their feelings after reading? Fourth, we should deal with the relationship between reading and feeling, and combine discussion, narration and lyricism. The feeling after reading is a highly argumentative reading note. We should use personal experience, practical experience and vivid examples to explain the truth of reading. Therefore, it is necessary to write "reading" as well as "writing" after reading. The two must be combined. The feeling after reading is mainly "feeling". The original quotation should be appropriate, of course, not too much, and should be based on your own language. In terms of expression, it can be written by narrative and discussion. The discussion should be based on analysis and reasoning, with fewer examples and concise quotations from the original text. Structurally, it is generally suggested to start with "reading", from which "feeling" is derived. After focusing on expressing feelings, we should embody the word "Jane". Sixth, we must examine the questions clearly. When writing, we should distinguish between primary and secondary, and strive to make "reading" grasp the key points and "feel" to write experiences. Seven, to choose materials. Reading is the basis of writing. Only by reading carefully can we deeply understand the content of the article, so as to grasp the key points and grasp the thoughts and feelings of the article, and then we can have some feelings and experience. Only by studying hard can we find the connection point of reading experience, that is, the central idea of the article, that is, the sentences that point out the central idea in the article For a work, you should write about the changes in your thoughts and actions after reading it, and make a fuss about one of them. Eight, to write a post-reading feeling, we should start with a brief introduction to the content of the read work, and then write our experiences. The original content is often summarized in 3~4 sentences. Finally, most of them returned to reading. We should focus on the word "feeling" and remember to connect with our real life. Matters needing attention in writing post-reading feelings: ① Writing post-reading feelings is by no means copying or simply repeating the original text, but based on writing "experience". (2) to write with true feelings. It should be a heartfelt feeling, not a "letter of criticism" or a "guarantee". (3) to write a unique and fresh feeling, and strive to have new ideas to attract readers or infect readers in 2009. A bachelor will never get married if he never wants children; A businessman will not go to work if he doesn't expect to make a profit from it.
5. How can pupils write a good composition if they can't write their own feelings?
The following is my experience for your reference.
Children in lower grades begin to read synchronized compositions, which can be imitated. Training children to tell stories is good for writing.
Senior children. Be sure to practice your pen frequently.
1, a good article comes from life, write what you see and hear; Write your own personal experience; Write your true feelings, so that the article will be vivid and touching.
2. Writing is not accomplished overnight. But in the face of today's exam-oriented education, we might as well learn some skills. For example, recite more paragraphs at ordinary times, with a good beginning and a good ending. To prepare for the exam.
3. Read more, study hard and learn from it. Good articles, good words and sentences, learn to accumulate.
4. Create a novel and unique article title. Sometimes you can get twice the result with half the effort.
5. Keeping a diary can not only practice writing, but also accumulate materials.
6. Learn to quote famous sayings and immortal poems to make your article more convincing.
7. Usage of good words and sentences. Good words and sentences used in the article can add color to your article and sublimate it. But it should be just right, not too much, too much will appear flashy.
8. apply what you have learned, that is, the ability to change, and change with the same.
9, close to nature, go out for a walk more during the holidays, see more and learn more.
10, being close to nature can also make your collected materials more colorful.
References:
give rise to
I hope my answer can help you, and I wish you progress in your study!
6. Writing about the experience of helping primary school students to correct a composition xiaoxuezuowen Primary School Composition Network Talking about how to guide primary school students to learn to write abstracts is a difficult point in primary school Chinese teaching. How to make students want to write and like to write every time they write a composition? This is a question that Chinese teachers should think about.
This paper expounds how Chinese teachers in primary schools should guide primary school students in writing from two aspects: strengthening basic skills training and stimulating students' interest in writing. Key words Basic interest in primary school Chinese composition As a primary school Chinese teacher, the biggest problem is how to guide primary school students to start learning to write compositions.
When it comes to teaching composition, many teachers will frown unconsciously. After entering the third grade, everyone is thinking about this headache but has to face it. How to make students devote themselves to writing and let them feel the joy of expression and the sense of accomplishment of being understood and recognized? Instead of treating homework as a task, a boring job? First, strengthen basic skills training and sentence training. It is necessary to grasp the requirements of the syllabus and insist on training from shallow to deep according to the sentence patterns appearing in the textbook. 1. Sentence integrity training.
Junior students often say that writing is incomplete, either with fewer subjects or fewer predicates. This kind of training should be carried out and strengthened together with sentence teaching in grade one.
Let the students form the concept of complete sentences. A complete sentence must have two parts. Who or what does the former part explain? What does the second half say, how to say it or how to say it? Often guide students to distinguish sentences, correct mistakes in sentences and do exercises to complete sentences.
2. Make some sentences with substantial content. Sentence-making is one of the regular and effective training methods to improve students' writing ability.
You can make sentences orally, which not only saves time, but also exercises students' agile and flexible response ability, which has a direct effect on improving language expression ability. Students can also make sentences in writing, requiring completeness and fluency, with punctuation at the end of the sentence.
When organizing and guiding students to do sentence-making exercises, we should not only write complete sentences, but also guide students to make sentences with substantive content. For example, students use "care" to make sentences, and some say "the teacher cares about us."
Some said, "Teachers care about us like mothers." The second sentence is richer and more substantial.
A large number of sentence-making exercises arranged in junior high school Chinese textbooks are aimed at training students' preliminary writing ability and are the initial exercises of composition. Only by making sentences with substantial content can we complete the teaching task of composition in lower grades, lay a good foundation for "strengthening training in middle grades" and slow down the slope.
3. Imitate beautiful sentences. People learn languages from imitation at first.
In teaching, we grasp some typical and commonly used sentence patterns for students to imitate and practice speaking. This not only gives students a "crutch", but also can draw inferences from others according to the training requirements and cultivate students' thinking ability.
For example, there is a saying in the lesson "Vegetables": "There are many kinds of vegetables, some eat roots, some eat stems, some eat leaves, some eat flowers and some eat fruits." I ask the students to find out the word order of this sentence first, and then practice imitation. The students thought for a while and listed more than 10 sentences.
This inspires students' thinking and trains their oral English. 4. Oral and writing training.
In the past, in the teaching of lower grades, the training of speaking and writing was not paid enough attention. Now the outline stipulates that writing ability should be cultivated from the first grade. Speaking is the basis of writing, and writing is the premise of propositional composition, so we should try our best to cultivate students' speaking and writing abilities from the first year of high school.
5. Add "oral class" to give students more opportunities to speak and write. Since the first grade, we have set up two oral classes every week to choose topics from many aspects.
Such as observing plants, animals and objects; There are also various forms of exercises such as sorting out short essays and reading model essays, so that students can write them down with emphasis and selectivity. If they can't write, look it up in a dictionary or use pinyin instead. 2. Stimulating students' interest, making them want to write and be willing to write is a very important psychological quality of primary school students in independent innovation learning. Students who are just beginning to learn writing often have a daunting mentality towards "writing".
Therefore, if teachers want to open this knot in students' minds and make students want to write and like to write every time, they must start with enhancing self-confidence and stimulating interest. As long as their enthusiasm can be aroused, composition teaching can proceed smoothly.
For example, when I was teaching grade three students the first exercise, I didn't rush to instill knowledge about writing into the students, but seized a living example around me and let the students find something to write and finish it on their own initiative. That morning, a student in our class was late. His shortness of breath and sweat on his forehead caught my attention, because his home is very close and he doesn't need to be so tired. I didn't know until I asked the reason. On the first day of moving, he took the wrong bus on his way to school, and it took him 56 minutes to walk to school from the intersection of the Third Ring Road. This moved me very much. I improvised the content of the following Chinese class into an homework class. The class passed quickly and every child's heart was touched.
The next day, they showed me their diaries one after another. Some of them are called "56 Minutes", some are called "Late Enlightenment", and some are called "The Adventures of Fan Pengcheng" ... An article expresses the children's voices word for word, and I told them it was a composition. Write what you see, hear, think and feel, and make others interested in your article, and you will succeed. Third, pay attention to creating situations for students to write. Teachers should be good at creating situations, mobilizing students' emotions and giving students materials to write.
Teachers often assign composition questions, and students always feel that they have no way to start and nothing to write. At this time, according to the characteristics of students' writing process, teachers should carefully design some teaching scenarios related to teaching purposes and in line with students' psychological characteristics.
Teachers can arrange various learning tasks for students around activities such as preparation, conception, drafting and finalization, so that students can complete writing exercises by completing learning tasks. For example, in a writing practice of writing "the first time", I found that students failed to accurately grasp their "first time" in their compositions.
7. Excellent comments on primary school students' compositions [Excellent comments on primary school students' compositions] Scenes and atmosphere descriptions add a lot of color to the article; ... a brief description of the wonderful place; The simple introduction of the combination of point and surface naturally transitions to the next paragraph; Situation description causes suspense; Make full use of language, action and psychological description to make things concrete and visual. Briefly describe the cause and effect and pave the way. Dialogue or some psychological description can be added to this part. It is more appropriate to change … to …, which is a natural link between the preceding and the following. The detailed description highlights the quality of the characters and is touching. Narrative editing scenery, comparing people with each other, and comparing with each other. The personified language makes the article more vivid. The shape description is very interesting and touching. It's contagious. It is vivid by enumerating figures and giving examples. It's a natural transition, and every paragraph is clearly explained. This part refers to the examples in the article. The language is too flat and can be modified appropriately to make it more vivid. Using rhetorical devices such as metaphor and personification, the beauty of … is vividly written. This part can also be written. See the big from the small, and accurately express figurative sentences. Supplement to ancient poems. The ending is implicit and points out the theme. The ending was a bit sudden and exaggerated. The ending is simple and touching. The ending is equally interesting. The echo at the end should be the beginning and the structure is complete. Very vivid, appropriate and wonderful. The ending seems to be the finishing touch. It should be able to take care of the beginning. Careful observation and vivid description. The end echoes the title and points out the center. 4. Very artistic. Miscellaneous but not chaotic, can be appropriately refined and focused. The ending is just right, the language is simple and profound, and it is thought-provoking. Begins with feelings and ends with feelings. This makes the article coherent from beginning to end, and at the same time makes the theme of the article cyclical and infectious. It describes that ... is full of * * *, and the beginning is concise, focused and detailed. The content is specific. This article fully and appropriately exaggerates the atmosphere of … and gives a detailed and vivid description of the key points of the article. This is sublime and impressive ... it is realistic, contains simple and profound philosophy, and is refreshing and exciting to read ... The close-up is unique and interesting. The full text is full of childlike innocence, and it is very kind to read. This article is full of * * *. Between the lines, I can feel the little author's love for …. The full text has clear levels and fluent sentences. The case narrative is vivid, concrete and interesting, which is in the same strain as the previous metaphor … Finally, the author shows his feelings for … in a few words, which is touching. The language of the article is fresh and lively, and the description can grasp the main characteristics of things. Short and pithy, it is worth reading. The language of the article is easy to understand. It is very kind to read. The beginning of the article is novel, which has the effect of pulling one hair and moving the whole body, so that readers will have the impression of … as soon as they meet. The article is well organized and forms a complete image. This article can be described in fresh and interesting language … between the lines, it is a masterpiece, full of childlike interest and endless laughter in childhood. The two characteristics of this article are proper details and the combination of reality and fiction. The praise of the characters at the end is sincere and touching. Paying attention to specific things and developing appropriate imagination is the success of this paper. The article blends feelings into the scenery, describes the scenery, expresses emotions, and is good at using metaphors to make the article vivid and concrete, which makes people involuntarily write. The implicit ending of the article is both topical and intriguing. The beginning of the article is fascinating and attracts readers ... the details are appropriate. For the description of scenery, the language is concise and accurate, the association touches the scene, and the scene blends naturally. The full text is fresh and elegant, kind and euphemistic, simple and not vulgar, and it is worth learning. The full text is clear, vivid and compact, and interesting. The article expresses emotions while narrating. The ending focuses on expressing emotions, taking care of the beginning and summarizing the full text. Coherent from beginning to end, in one go. The article is detailed and orderly, which is a masterpiece. The article is novel in content, reasonable in structure, fluent and coherent, and naturally accessible. The details are quite clever and the foundation is rich. The full-text language is vivid and accurate, and the plot is wonderful and tortuous, which seems to bring readers into a happy paradise and make people smile. The full text is easy to understand and interesting. The article has clear clues, prominent themes and is closely focused. The poetic language at the beginning and end of the article is full of imagination and rhythm. I can't bear to let go. Although it is a trivial matter, it is vividly described by the author, and an indispensable ending highlights the theme of the article. The vivid description of the details reveals the inner world of the characters, which is the success of this paper. The selection of materials is novel ... It is full of rural life and children's interest. It makes people feel very happy and comfortable after reading it. This paper is based on real life, and the materials are exquisite. The paragraphs are clear, natural, interesting and readable. The full text is lively in rhythm, fresh in language and full of humor. Reading is interesting. A vivid and meticulous description of … is a major feature of this article, which also reflects the author's keen and meticulous observation. This is a major factor in the success of the article. This article is vivid and rich in content, novel and refreshing in language and unique and reasonable in structure. This article is a mature narrative work and article. Shows the whole process of the experiment, ups and downs, interesting. The little author observes carefully, describes the experimental phenomena in an orderly way, can get to the point, and is meticulous and comprehensive. The article embodies the interest and knowledge of natural science and is very interesting to read. The beginning of the article is very clear, which plays a leading role in the full text. There are a few words at the end, which express the author's lofty ideal and firm confidence in exploring the mysteries of science. Inspiring. The three major successes of this article are: first, paying attention to choosing the most beautiful fragments to write; second, using accurate words; and third, the structure of the article is compact. This paper organizes materials around the center of …, which is accurate, vivid and rich in content, and is a successful work. Although the article is short, it is vivid, delicate, full of life and accurate in wording and sentence making. Finally, the article reveals the central sentence.
8. How to evaluate primary school students' compositions? In short, that is to say, writing is writing with a purpose.
But now, such a simple thing has become a heart disease and a devil for students to learn Chinese. Students hate Chinese because they are afraid of writing.
Why is this happening? There are many reasons, but the most important ones are exam-oriented education and composition evaluation. First, the misunderstanding of composition evaluation.
Different people have different opinions on evaluating the quality of a composition, but it is undeniable that an excellent composition must meet some standards, such as fresh and smooth words, sincere and touching plot, rigorous logical structure, insightful views, beautiful language and clever rhetoric ... which have undoubtedly become the goal of students' composition efforts. Therefore, the teacher's evaluation of students' compositions is also based.
However, using this standard to evaluate a primary school student's composition is dwarfed. Because everyone ignores a problem: primary school students are children, a group of carefree children who only know how to eat, drink and be merry, and their compositions can't be compared with those of literati.
Using this standard to evaluate primary school students' compositions leads to misunderstanding of students' compositions. Misunderstanding 1. Beautiful words fly all over the sky.
I don't know why, many teachers advocate that the more words, the better. The criteria for evaluating composition are: using several idioms and using several rhetorical methods ... So, in order to cater to the teacher's taste and get high marks, students pile up as many beautiful words as possible in their own articles. For example, a fourth-grade pupil wrote in an article entitled "Mother's Love": "When I was 3 years old, my father died, so I walked into the kindergarten through my mother's tears ... I don't remember how many stormy nights ... In the faint moonlight, can I watch her kind face?" How do you feel after reading this passage? It seems that I saw a profound scholar, which is fake, too fake.
The teacher thinks such an article is a good composition, so the students keep copying it. Isn't this harmful to students? Myth 2: The longer the composition, the better.
Many teachers limit the number of words in students' compositions, and how many words must be written to be qualified. Therefore, every time students finish writing a paragraph, they go back and count how many words they have written and how many words are still missing.
If you have nothing to say, squeeze until you have enough words. Read this article again, it's nonsense and boastful, isn't it misleading? Misunderstanding 3, there must be a certain ideological connotation.
Some teachers require students to have a certain ideological realm in their compositions. A boy wrote an article about this: The students were in class when it suddenly rained, and the dense raindrops fell on the students' desks through the open window.
He closed the window at once. His ending is like this: "I jumped on the windowsill at once …" This ending is both simple and thought-provoking.
But the teacher felt bad because he didn't write his own thoughts at that time. The student is at a loss. "I didn't think of anything."
At the teacher's request, I began to make up: "Raindrops fell on me, and heroic images such as Lei Feng, Dong Cunrui and Zhang Side emerged in my mind ..." No wonder students scratch their heads as soon as they write their compositions, and they don't have such profound ideology! In this way, students feel inscrutable about the composition and have nothing to do, so they have to write a lot of cliches and big words, fabricate lies and express false feelings, regardless of the willy-nilly. A classmate with good composition results introduced her composition secrets to her classmates, saying, "First, examine the questions, find out the composition requirements, and then take out your composition selections. First choose an article that meets the requirements of this composition, change the beginning and end, and just copy it. "
What a good composition book. It is conceivable that how many students' compositions are plagiarized, how many are pieced together and how many are imaginary.
If this continues, what is the future of primary school students' composition? Why is this happening? Generally speaking, the reason lies in the misunderstanding of adults, teachers and exam-oriented education. Teachers have been examining students' compositions from the perspective of adults: how many good words are used and what rhetorical methods are used; Analyze the students' composition from an adult's point of view: what kind of structure form is adopted, what expression method is used, what is the central idea and why; Furthermore, we use adult thinking to coach and modify students' compositions: how should you write, which words should be used, and what structural form should be adopted ... Students' compositions have become the object of sculpture.
In this case, students lose their individuality, freedom, innocence, and the world where they can talk about their inner feelings, and become mechanical: they mechanically imitate adults and look at them in everything, so a group of "little adults" and "little old gentlemen" like the author of Motherly Love appeared; Become overwhelmed: I don't know what to write to please the teacher, and I don't know what kind of articles the teacher likes. Complain bitterly.
It can be seen that only relying on teachers' subjective feelings to evaluate primary school students' composition has seriously dampened students' enthusiasm for composition, and they have not gone out of these misunderstandings in composition evaluation, changed their concepts and analyzed the psychological characteristics of primary school students. Therefore, we must update our concepts and use childlike innocence to perceive the world in students' eyes.
Second, use childlike innocence to perceive. Children are children, children have their own world, children have their own language, and children have their own views on problems.
The world in children's eyes is invisible to adults and colorful. Therefore, although the evaluation of primary school students' compositions may vary from person to person, don't forget that we are faced with a group of children who have no worries or worries and can only bow their heads. To evaluate a pupil's composition, we should look at whether the article he wrote is "true" from the child's point of view.
The so-called "truth" means telling the truth, saying things and expressing the truth. Composition comes from life, and every little thing and feeling in life is a good composition material.
1, tell the truth, "a truth". A child has his own language, and he will not choose and avoid it from the perspective of adults.
Their joy, anger, sadness and joy will be written on paper without disguise: "I have a thorn in my hand and I am crying with pain." "I like potatoes best."
From these, you can obviously feel the innocence of children. Don't you think it's killing innocence if you force him to write about how strong he is and change "potato" into "potato"? Therefore, despite the language in the text.