Introduction: Writing is not only the need for people to express their feelings and exchange information, but also the comprehensive embodiment of a person's language ability. Composition teaching in primary schools is an important part and difficulty of Chinese teaching in primary schools, which occupies a prominent position in Chinese. "Chinese Curriculum Standard" puts forward brand-new requirements for primary school students' composition, that is, advocating free expression and imaginative composition, expressing personal unique feelings, and paying attention to cultivating students' writing and writing interest, self-confidence and innovation ability. It can be seen that it is urgent to further improve students' writing ability. So, how can students improve their writing level? After all, it is still an old saying: read more and write more. Below, I will briefly talk about my views on this issue according to the students' reality, combined with my own understanding and years of Chinese teaching practice. First, accumulate information and enrich the library. (1) Read more books. As the saying goes, "Reading can break thousands of volumes, and writing is like a god", "You can recite poems by reading 300 Tang poems". This simply explains a profound truth to us: read more books and accumulate a certain degree of language, and the article will be well written and the pen will be full of flowers. In the usual composition teaching practice, I often find that many students either have no material to write, or their expressions are not fluent, accurate and vivid enough. In the final analysis, they do not have rich language accumulation and language experience. Based on this reality, I attach great importance to strengthening reading in and out of class in teaching, so that students can broaden their horizons, enrich their knowledge and increase their wisdom, thus improving their writing ability. Reading is the basis of writing. Without reading, students' expression of things will be chaotic and boring. Without a lot of reading, there will be no rich language accumulation, and reading and writing will become "passive water, trees without roots". This requires teachers to change the previous teaching methods, in addition to returning the classroom to students, but also to guide students to carry out extensive extracurricular reading. Reading can be combined in and out of class. Guide students to read more books suitable for their age and social experience. There is no limit to the content and scope of reading, as long as the ideological content is healthy, the wider the better. Through extensive reading, students can acquire all kinds of knowledge, and at the same time, in various reading methods, students have a sense of language and are inspired. With a sense of language and inspiration, the composition will be natural and logical. 1, pay attention to creating a reading atmosphere. As the saying goes, "interest is the best teacher and the guide to getting started." Bruner, an American psychologist, once said, "The best stimulus for students is their interest in the materials they have learned." It can be seen that it is very important to stimulate students' interest in reading. In this regard, I mainly stimulate students' interest in extracurricular reading by creating a reading atmosphere in class. First of all, I create an atmosphere by guiding and collecting famous sayings and sentences about reading. Through guidance, the students collected "books or medicine, and good reading can cure fools." ; "I jump into a book like a hungry man jumps into bread" and many other famous sayings that love reading. After students collect famous sayings, I also organize students to communicate and choose representative famous sayings, which are written by students with good calligraphy and posted on the class wall. Secondly, mobilize and guide students to bring their favorite books from home to enrich the class bookcase, create a strong "scholarly" atmosphere in the class, and let students have a sacred sense of pursuing reading. Thirdly, taking advantage of the opportunity of parents' meeting, students report their achievements in extracurricular reading to their parents, and ask them to introduce their methods and experiences in guiding their children to do extracurricular reading. Real people and things touched parents, who consciously created a reading environment for their children. For example, let children have their own independent rooms and their own small bookshelves. Parents take the lead in reading books and newspapers, set an example for their children to read, and actively discuss the problems in the book with their children. In addition, insist on guiding students to read and borrow books from the library regularly, and change the books brought from home regularly to share with you. And the school arranges two classes to read in the reading room every week. 2. Pay attention to teaching reading methods. In order to improve the efficiency of extracurricular reading, it is necessary to teach students reading methods. Here, I mainly combine teaching materials to guide students to read extracurricular books, so as to achieve "learning in class, benefiting and even growing after class", "promoting after class with class" and "making up lessons with class". For example, I told students that after getting a book, they should first ask themselves: What do I want from this book? Then read the table of contents quickly and get a general summary. Then find what you want to learn, read and think, since the enlightenment, when reading, you are complacent, draw symbols where you don't understand, and annotate while reading. After reading the whole book, you can clear your mind and think about problems you don't understand. Finally, enjoy the wonderful clips and understand the writing style. I use the time of reading class in a planned way, organize students to read by using the methods learned in class, discuss sexual problems once a week, and exchange reading methods and gains. In addition, it also actively guides students to solve the problems they encounter by reading other related books or consulting materials on the Internet, stimulates students' interest in independent reading and their desire to read a lot, and truly achieves the purpose of active thinking, broadening their horizons and cultivating their sentiments. 3. Pay attention to check the reading effect. Psychology tells us that it is students' nature to "behave well". I think giving them the opportunity to express themselves and give them a sense of accomplishment can stimulate students' initiative to read. Based on this understanding, my approach is: first read a competition in the class, and regularly publish each student's reading articles, notes and excerpts on the extracurricular reading registration column. Second, make some reading notes and hold exhibitions of reading notes regularly. Third, often organize the introduction of reading experience. Fourth, hold a reading experience exchange meeting. Fifth, pay attention to discovering excellent works and actively organize contributions to publications inside and outside the school. Through various forms of inspection, students can learn from each other and see the advantages of others and their own shortcomings, so that students will not fall behind, and there will be a situation of "a hundred schools of thought contend", thus making the atmosphere of loving reading more intense and more conducive to mobilizing students' enthusiasm for reading. (2) Combining text learning, pay attention to the combination of reading and writing, improve reading efficiency and stimulate students' interest in homework. "No pen and ink, no reading", Suhomlinski also said: "Reading notes should be one of the important contents of composition teaching." In order to further improve the benefits of students' extracurricular reading, I ask students to prepare an accumulation book and give it a name. I insist that students extract good words, sentences and paragraphs from the articles they read, write reading notes or write reading feelings. After several years of training, students' vocabulary has increased, their writing materials have been enriched, and their writing level has also improved. Secondly, pay attention to imitation training. It is mainly to guide students to write personalized articles by using their own personal experience or real feelings and drawing on some writing methods of others on the basis of understanding the original text. Mr. Ye Shengtao said: "Chinese textbooks are nothing more than a case. With this example, students should be able to draw inferences and practice reading and writing skills. " After the curriculum reform, Chinese textbooks are rich in content, profound in educational significance and unique in writing guidance. Teachers carefully cultivate students' interest and ability to appreciate words through the teaching and reading training of words, sentences, paragraphs and articles. By learning how the author observes, thinks and expresses, students can master expression skills and how to lay out articles, so as to satisfy students' imitation of texts to express their lives and stimulate their interest in writing. Read more, especially the good sentences, paragraphs, beautiful poems and delicate plots in the text, so that students can read more, recite more and understand more. Whenever a good sentence or paragraph is taught, the teacher should recite it vividly and even perform it. When the students' interest was high, the teacher lost no time in saying, "Do the students want to write such beautiful sentences?" ? If you like, please read it several times and remember it. Let the students think about how to apply these beautiful sentences and paragraphs to our composition properly. Of course, parody should be from easy to difficult, from parody to parody, parody. The combination of reading and writing, promoting writing by reading, promoting reading by writing, reading and writing can not be fixed into a pattern. Under the guidance of teachers, students can explore by themselves, draw inferences from others, really arouse students' enthusiasm, imitate China and create China. For example, after teaching Miss Autumn and Father and Son in the Earthquake, let students imitate writing. Here, I mainly imitate the contents of mother-child and father-son affection in the text, and write a unique experience with real examples in "Me and Dad" or "Love from Mom" to link my own psychology and emotions. I learned from my comrade-in-arms Qiu Hou, imitated the author's psychological description of the pain of watching Qiu burn alive by fire, and wrote the sad mood when encountering painful things. Teachers are always looking for training points for students to practice when teaching each text. What contents and methods have you learned in imitation writing for a long time? They are handy in writing, can finish their exercises in a short time, and always have a strong interest in composition. With interest, are you afraid that students can't write well? Second, enrich life and guide students to obtain composition materials. Ye Lao once said: "Life is like a spring, and articles are like a stream. Springs are abundant and inexhaustible, and streams flow naturally and lively. "In order to solve the biggest difficulty of students' lack of materials to write, teachers must consciously enrich students' lives and help students get composition materials from colorful lives. Instruct students how to start with the content of the composition. (1) to carry out activities. Turn monotonous composition class into composition activity class, and consciously organize students to participate in some activities close to nature, society and life, so that students can observe life in a colorful world and broaden their horizons. For example, I offer filial piety to my parents, I am the best at work, have a happy picnic, I found the footprints of spring, Who says autumn is not beautiful, and add color to winter ... In combination with school moral education activities, we will carry out activities such as "Tomb-Sweeping Day sweeping the grave", "anti-cult" and "cherishing life and drug control activities" to guide students to observe purposefully and cultivate observation. During the activity, the students were in high spirits. When they see or hear or think of something, they often can't help looking for someone to "blow it". Teachers should not be strangled because they are not disciplined. In fact, this kind of "boasting" is actually an expression. Students have this desire to express themselves. Teachers seize this opportunity to guide them in time, and then encourage them to write down their experiences and feelings boldly, so as to think widely and write well. Activities should be colorful and guide students to accumulate. After a long time, they will have something to say when they write. (2) Observe the accumulation. Lu Xun said: "If you want to create, you need to observe first. You must observe everything accurately and thoroughly before you can start writing. "I tell my students that' attention everywhere is knowledge'. As long as they observe and think carefully at ordinary times, they will find that local themes are inexhaustible. Observation is an important source of writing wisdom and ability. Since the first grade, I have consciously shown students all kinds of things. When studying animals and plants, I don't ask students to write after picking them up. Instead, I lead them to nature, guide them to pay attention to the things around them, and guide them to record what they see and hear, such as observing everything in nature, sunrise and sunset, rivers and fields, vegetables and fruits ... Let students have a look, touch and smell as much as possible. For example, when I designed "Where is Spring" (the first volume of Beijing Normal University Edition), I led my children out of the classroom and into nature. We come to lawns, fields and rivers, and let children find, observe and feel the beauty of spring through perceptual activities such as watching, watching, smelling and stepping on. Students not only know that spring is not only beautiful, but also a season full of vitality, so that students can truly feel the fun in nature. Children are like happy birds, let alone how happy they are. In this activity, I also combined with the actual situation and the performance of children for random education. On the grassland, some children stepped on the grass, and some children stopped them: "don't step on it, or you will be sad." "On the lawn, I encourage children to pick up scraps of paper and plastic bags, organically educate children to' care for the environment, start with me', and improve their consciousness of consciously protecting the environment. Just as "morality, only when students pursue it and experience it themselves, can it truly become students' spiritual wealth." Finally, we carried out the activity of "reporting and looking for spring achievements" in the classroom. Some children bring colorful spring scenery; Some children brought beautiful photos; Others brought their own flowers to the classroom. Some sang a song "Where is Spring", and some children chanted "Jasper makeup trees are high, and thousands of threads of moss hang down. I don't know who cut the thin leaves, and the spring breeze in February is like scissors "... as American educator Su Na Dandai said:" Tell me, I will forget; Show it to me and I'll remember it; Let me in, and I will fully understand. "Extending the classroom to colorful nature not only taught children a lot of book knowledge, but also stimulated their imagination and curiosity, opened the door to intelligent exploration, activated their thinking, and learned to love nature, hometown and life. So, I told my students that it is not difficult to write a composition, but it is difficult to write down what I have seen, heard and felt. The key is whether you are willing to be a conscientious person in life! In this way, students initially realize that writing materials come from life, and our rural children's composition topics are wider, wider and more innovative, and they no longer worry about having nothing to write. At this time, I took the opportunity to ask students to develop the habit of writing observation diaries and guide them to accumulate materials for a rainy day. Third, the cultivation of writing ability. At the beginning of the second semester of senior one, I asked my students to keep a diary. At that time, students' literacy was not very rich, so I allowed them to use pinyin instead, or I could ask others. At the beginning, I also asked them to write whatever they wanted, and gradually trained them to write one thing, and then wrote something meaningful, and then asked them to write what they thought when they did it, and gradually trained them to write specifically. Up to now, students have been in grade three, and they are still keeping a weekly diary. Since the second grade, I have improved my speaking with pictures in Chinese class to writing with pictures. On the basis of speaking, I used my imagination to express what I saw through my inner world. In the third grade, in addition to completing the writing requirements of each unit outline, we often supplement and imitate text paragraphs, such as in the order of development, in chronological order, after summary, parallel paragraphs and so on. And add imaginative elements, such as "if I have a seven-color flower", "if I am a teacher" and "if I grow up". Give students imagination and fully display their imagination. Usually, after learning a profound and passionate article, I always let students talk about their feelings and experiences, let students dig up writing materials, and then write after reading, which provides favorable conditions and broad space for students to write independently. Before writing a big composition, guide students to speak first, then do exercises, so that students can have something to write and improve their interest in writing. Every time I write naturally, I will not give students pressure, and I will write happily. Fourth, reform the way of composition evaluation to stimulate students' interest in writing. The ancients said, "Three points for appearance, seven points for disguise." Used in composition is "three-point essay and seven-point correction". Therefore, correcting composition has become an extremely important link to improve writing ability. Under the new curriculum standard, composition evaluation should take students as the main body and combine self-evaluation, group evaluation and collective evaluation. Self-evaluation and self-correction is a successful evaluation and self-adjustment under the premise of guiding students to define their composition goals and firmly grasping the methods of evaluation and correction. First, make a self-successful evaluation of the merits of your composition, and recommend what you think is successful in your composition to your classmates to learn and appreciate, even if it is a good word or sentence. In this way, regardless of students' writing ability, they will be introduced without scruple and think it is desirable. In other words, I have been affirmed and appreciated by my classmates, and I have also learned many advantages from others. At the same time, I was also enlightened, unconsciously walked out of the trough of "no" composition, and confidently marched towards success. Because success is what everyone expects, it is one of the best ways to stimulate students' interest in writing to be eager for success, get success and experience the happiness of success. Most primary school students are full of confidence in themselves, have good psychological characteristics and are always eager to get positive comments from teachers. People-oriented, satisfying the psychological needs of primary school students, and teachers' regular positive evaluation are the root of students' pleasure and an important link to cultivate students' interest in writing. On the basis of self-evaluation, let students come up with recognized well-written compositions and show them to everyone on the multimedia display platform. All the students evaluated these compositions successfully with the overall goal, all-round, multi-angle and multi-level, so that everyone could realize the success of a good composition. Understand the effect of good expression, learn from others' strengths and make up for your own shortcomings. For students with strong writing skills, it will be more elegant; Students whose compositions are not outstanding will also increase their writing inspiration. In the group evaluation, students are divided into different groups according to their writing foundation. Each group is equipped with excellent students, good students, average students and even underachievers. With the excellent students as the group leader, everyone participates in the evaluation. Teachers only patrol to solve the difficulties encountered by each group, and participate in the evaluation of groups with weak ability when necessary. Then, each group leader went on stage to show the group's exercises on the multimedia display platform, and explained the advantages and disadvantages. Finally, teachers choose excellent, good and general exercises for comments. Fifth, teachers and students appreciate exercises to stimulate students' interest. For students' compositions, we should allow differences, failures, full trust and enthusiasm. Don't ask gifted students to write all the exercises like excellent compositions, and don't compare underachievers' compositions with gifted students. Teachers should fully discover students' bright spots with an appreciation mentality and an appreciation way of thinking, enthusiastically encourage them and urge them to find the feeling of "I can write"! (1) Organize students' composition tabloids every month, and write their own well-written compositions and diaries into handwritten newspapers, which are self-motivated and have their own characteristics. From design, composition selection to typesetting, students should do it independently, so as to cultivate students' creative ability and practical ability. (2) Write 2-3 essays in each issue. No matter the top students or the underachievers, they all compiled My Little Composition. Carefully design the cover, write a few words from the editor's mind, arrange the catalogue, and match with beautiful pictures, so that students can feel that my composition is also quite good. (3) The whole class compiles excellent compositions, collects excellent compositions of the whole class, and compiles them together with the teacher's comments, and compiles 2-3 books in each issue. Strive for each student to have at least one article in the excellent composition collection of the class. (4) Circulate the school newspaper "Yuan Yuxin", "My Little Composition", "Class Excellent Composition Selection" and the compositions in the composition book, so that students can find out the advantages of others, find out their own shortcomings, stimulate students' interest in reading other people's exercises, absorb other people's nutrition, learn independently and make continuous progress. Conclusion: There are various methods of composition teaching, such as keeping a diary of 100 words every day, organizing collective reading of extracurricular books, creating composition teaching situations by using multimedia, stimulating students' interest in writing, and paying attention to speeches for 3-5 minutes before class. Of course, the cultivation of writing ability is not achieved overnight, and teachers need unremitting efforts and bit by bit guidance in long-term teaching. In a word, as long as teachers are conscientious in composition teaching, explore patiently and keep students' interest, the quality of composition teaching will certainly reach a new level. This article is based on Sina blog.