I thought about it. Actually, there are probably several ways for your reference:
(1) Read more novels!
Martial arts romance is superficial, but words can also be used for reference. I'm reading historical novels and biographies of celebrities now. It's shocking! You can also read online novels. The book "New Songs" is good.
The so-called "learning 300 Tang poems, you can recite them without writing poems" is the truth.
(2) the classic "three-stage" writing method.
What one of my classmates did was very useful.
At the beginning, I quoted the famous saying "Confucius said:' XXX'".
Talking about your own affairs in the middle is just nonsense, all in vernacular, and there is no typo.
Find a few classics at the end, with "alas!" .
In this way, the so-called "tiger head and leopard tail" article was completed. At that time, the Chinese teacher was the most annoying guy, but there was nothing wrong with the whole article, and he had to be rated 70 or 80 points.
Take good care of this. At the beginning, we should collect famous sayings, mainly including:
-China ancient sages, that is, Confucius and Mencius.
-Chairman Mao, Premier Zhou and other speeches by modern celebrities in China can also be used now.
The speeches of foreign celebrities are mainly in two directions, one is Russia and the other is France. These two countries are excellent in literature, while other Britain is not bad. America has no cultural background.
The speeches of foreign dignitaries, such as Churchill's, are very famous and the quotations are absolutely correct. And general de gaulle.
I started and then wrote my own things, but the ending was difficult. I don't even know how to finish it.
Find some novel templates and make some standard endings yourself. Just apply them then. Now web design uses templates, hehe ~
Nothing else.
I'm just confused Chinese is literature, not grammar. It should be extremely lively and interesting. These teachers have a boring Chinese grammar class. It is also the sorrow of national literature! No wonder no master can come out now, and the middle school was killed.
By the way, even the perfect composition is the same, with poor content and no meaning.
If you want to really improve, you should start with literature, but do you have that much leisure time? Will your family allow you to read those so-called "light books"? Will the teacher allow it? Wait.
Too much, I don't want to talk about it.
2. Why do I feel speechless every time I write a Chinese composition? Why do students have nothing to say in their compositions? It is often said that "writing is talking with a pen" and writing is "I write my mouth, I write my heart". To tell the truth, I often talk earnestly in composition class, for fear that my disciples don't understand my good intentions.
However, when the words are finished, the students are still writing blind: there is nothing to say. Even if you write an article of 300 to 500 words, it is as thin as the porridge cooked by the landlord for hard workers in the story, so light that a bird can jump out of your mouth.
Why is this? I used my genius brain to think and think, guess and guess, and finally got something. Listen and see: when people talk, they can come with their mouths open, without blowing off dust, and even talk about their own happiness, such as how the water of the Yellow River went out of heaven and into the ocean, never to return; There are also a few friends who talk about excitement, argot, pun and humor, which can make listeners laugh; Even if you occasionally eavesdrop on the conversations of boys in grade four or five, it is more classic than the Book of Songs. Wow, you are familiar with such things as Fu Bixing, humorous, profound, implicit, direct, obscure and rough, lacking everything. Even a knowledgeable person can combine the elegance and vulgarity of the East and the West.
To put it bluntly, if you record what those boys say into articles, I'm afraid some doctors studying Chinese may not be able to understand them all. But in reality, why do many primary school students get big heads as soon as they get the composition questions? I analyzed two reasons: First, students have no interest and motivation in writing.
Think about it, writing a composition is just like eating, playing cards, watching TV, running, calculating problems, singing, dancing, peeing and fighting. Why should children be interested in writing compositions? Seeing this, the Chinese teacher may say that "writing is an important form of learning Chinese", "it is an important way to test the effect of Chinese learning", "writing is the happiest thing in life" and "writing can be …% #%". Anyway, there are always enough reasons to show that students' writing is necessary and cannot be opposed.
But I always think that even in the field of Chinese learning, writing is a dispensable thing. Second, as we all know, all articles are natural expressions of the author's feelings and thoughts.
It can be said that any real article is expressed by the author when his emotions and thoughts are surging and when he has the desire and impulse to write. In other words, as the ancients said, "articles are natural, and wonderful hands are rare."
People's emotions and thoughts are extremely rich. These emotions and ideas exist for life, not for writing! This is a very common fact, but our composition teaching is actually against the law. Every Friday, the teacher will give such an "order": "This afternoon is a composition class, and the students should write as required.
"Oh, my God! Even if the poor child doesn't have the slightest desire to write, he should work as hard as being taken to the execution ground and rack his brains to finish the composition that should be chopped to pieces. To sum up: first, not interested; Second, even if I write passively, there may not be "ink". Under such circumstances, how can I make students have something to say?
3. How to solve the problem that there is nothing to say in composition plays an important role in Chinese teaching in primary schools. However, the present situation of composition teaching is not satisfactory.
Most primary school students feel "nothing to say" and "nothing to write" in their compositions. Some have material to write, but the content is empty, "the scenery is not beautiful, the writer is not close, and the narrative is unclear", which makes people feel dull. This is a common phenomenon in primary school composition, and the disadvantages of "sameness" and "falsehood" in composition are mostly related to this. Why do primary school students have nothing to say in their compositions? How to solve this problem? We need to study and explore.
Here, I would like to talk about some personal views on my own teaching. First, renew ideas and change guiding ideology. Why can't students get on the composition? 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, it is the best teacher to stimulate students' interest in writing.
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. We can do it from the following aspects: 1. Middle school teachers organize students to participate in related activities purposefully before guiding their compositions.
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 say anything about the composition. I only asked each student to bring a piece of cloth, a few buttons and a needle and thread, saying it was 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 cannot be separated from life. To what extent life is rich, what articles will be made." Mr. Lu Xun also said: "To create, you need to observe first."
Pupils often feel speechless when writing compositions. The main reason is that there is not enough material to write, so that I can't afford to pick up a pen.
4. Why do I feel speechless every time I write a Chinese composition? Why do students have nothing to say in their compositions? It is often said that "writing is talking with a pen" and writing is "I write my mouth, I write my heart". To tell the truth, I often talk earnestly in composition class, for fear that my disciples don't understand my good intentions.
However, when the words are finished, the students are still writing blind: there is nothing to say. Even if you write an article of 300 to 500 words, it is as thin as the porridge cooked by the landlord for hard workers in the story, so light that a bird can jump out of your mouth.
Why is this? I used my genius brain to think and think, guess and guess, and finally got something. Listen and see: when people talk, they can come with their mouths open, without blowing off dust, and even talk about their own happiness, such as how the water of the Yellow River went out of heaven and into the ocean, never to return; There are also a few friends who talk about excitement, argot, pun and humor, which can make listeners laugh; Even if you occasionally eavesdrop on the conversations of boys in grade four or five, it is more classic than the Book of Songs. Wow, you are familiar with such things as Fu Bixing, humorous, profound, implicit, direct, obscure, rough and lacking everything. Even a knowledgeable person can combine the elegance and vulgarity of the East and the West.
To put it bluntly, if you record what those boys say into articles, I'm afraid some doctors studying Chinese may not be able to understand them all. But in reality, why do many primary school students get big heads as soon as they get the composition questions? I analyzed two reasons: First, students have no interest and motivation in writing.
Think about it, writing a composition is just like eating, playing cards, watching TV, running, calculating problems, singing, dancing, peeing and fighting. Why should children be interested in writing compositions? Seeing this, the Chinese teacher may say that "writing is an important form of learning Chinese", "it is an important way to test the effect of Chinese learning", "writing is the happiest thing in life" and "writing can be …% #%". Anyway, there are always enough reasons to show that students' writing is necessary and cannot be opposed.
But I always think that even in the field of Chinese learning, writing is a dispensable thing. Second, as we all know, all articles are natural expressions of the author's feelings and thoughts.
It can be said that any real article is expressed by the author when his emotions and thoughts are surging and when he has the desire and impulse to write. In other words, as the ancients said, "articles are natural, and wonderful hands are rare."
People's emotions and thoughts are extremely rich. These emotions and ideas exist for life, not for writing! This is a very common fact, but our composition teaching is actually against the law. Every Friday, the teacher will give such an "order": "This afternoon is a composition class, and the students should write as required.
"Oh, my God! Even if the poor child doesn't have the slightest desire to write, he should work as hard as being taken to the execution ground and rack his brains to finish the composition that should be chopped to pieces. To sum up: first, not interested; Second, even if I write passively, there may not be "ink". Under such circumstances, how can I make students have something to say?
5. What should I do if I have nothing to say in my composition? Dear teacher: Do you know? Actually, I like Chinese very much, but I can't write it. I can only write two or three hundred words at a time, while junior high school students' writing requirements are six or seven hundred words.
The articles written by others are always so good, but I am so poor. Copying a composition, no matter how good others write, belongs to others after all.
After a while, I began to recite my composition. But the composition is not so easy to recite, only a short paragraph in an hour.
Since then, I have been less interested in Chinese and farther and farther away from it. In fact, apart from writing a composition, I still have a puzzle, that is, reciting.
My recitation ability is very poor. It takes three or four minutes for others to recite a sentence, but it takes me half an hour to an hour. I just recited it, but I forgot it later.
Since you taught me, I have gained confidence. Because you taught me to write and recite.
After that, my writing and reciting skills are not as bad as before. I wish the teacher good health and happiness! Your student: XXX 20 18 x month x day.