(1) The teacher asked us to write a fairy tale in this composition. I can't think of any creative stories after much thought. Let's help you think of a

goose and what animal,,,,,,, 1, words

⑵ Introduce a short story about creativity, talk about what has stopped our innovative ideas, and then talk about the composition of practice.

in the late Qing dynasty, there was a monk painter whose dharma name was Zhu Chan. He swam to the background and was called to the palace to paint. One day, a painter announced to the painter in the palace: "Here is a five-foot Xuan paper. Empress Dowager Cixi wants to draw a nine-foot statue of Guanyin Bodhisattva. Who will take the order?"

Although there are many painters in the palace, each has his own strong points. But those painters thought it was impossible to draw a nine-foot-high avalokitesvara on five-foot-high rice paper, so no one dared to take the order. And Zhu Zen thought for a moment and said, "I'll take the order."

he grinds the ink and spreads the paper, with a wave of his hand. Everyone looked at it and was amazed! It turns out that Zhu Chan broke through the traditional thinking: the Guanyin he painted is not much different from what everyone often paints, but he painted Guanyin as a willow branch bent over a water bottle, which is exactly nine feet if he straightened up. Cixi read it and repeatedly praised it. It is said that it was from this that Li Lianying and others later called Cixi "Lafayette".

(3) The topic of the composition with the theme of "My Reading Story" should be novel and creative, with an inscription by the way

Many people always feel listless when they read a book. Even the best book will become a hypnotic unconsciously as soon as it is touched, and I am no exception. On the one hand, I really envy those who can bury themselves in reading, on the other hand, my eyes often.

Ancient sages once left famous sayings, such as "Reading a book a hundred times, its meaning will show itself", "There is a golden room in a book" and "Traveling thousands of miles, reading thousands of books", etc. I always feel that the truth is correct, but it is really too difficult to practice, otherwise, where can we start with "hanging on the head and stabbing the stocks"? It seems that the sages were also forced to "read thousands of books". Maybe my idea is not necessarily correct, but from my own situation, the sentence "reading is forced out" has not failed at all.

when I was a child, I read poetry, which was catchy, just like singing, and I found it very interesting. But after growing up slowly, I found that there were more and more words and types of articles, and narrative, argumentative and expository articles were more difficult to understand, so I gradually lost interest in reading. However, not wanting to study doesn't mean that you don't have to study. Teachers should arrange it, parents should supervise it, and you have to cope with the exam yourself. If you can't even read, how can you write? If you don't pass the exam, you will inevitably get training at home, and you will feel embarrassed, so you can only force yourself to study.

In this way, with the passage of time, I suddenly found that I was not so exclusive about reading. I felt that reading was no longer so tiring, but I accumulated more. I was no longer vague in speaking and writing, and I was able to express my thoughts accurately. When the teacher showed her composition to the students in class, what was that little sense of accomplishment? This is the harvest brought by reading! When the effort is rewarded, I feel sweet in my heart. From then on, reading is no longer a burden for me, but a kind of enjoyment, and I can't extricate myself from it.

From this, I realized that people can't let inertia control themselves, and sometimes being forced to do things will make them gain a lot.

This is my reading story

(4) Do you have any good ideas and experiences in composition teaching in primary schools?

I'd like to present one of my articles for your reference.

Let children's imagination fly in the initial training of composition

For a long time, many students' compositions are dry, narrow-minded and inflexible because they are not good at imagination. Mainly manifested in:

1. Lack of childlike interest. Some teachers think that writing in low paragraphs is to lay the foundation for writing better in middle and high grades. Therefore, in the writing guidance, I have integrated my own thinking more, instead of entering the role of students from the perspective of students, so that students can spread their thinking, expand their imagination and really write their true feelings. At first glance, some students' articles are really not simple. They have such a high level of writing in the first and second grades, but I don't know how many teachers and parents' "true feelings" have been incorporated into them. Students' innovative spirit and healthy personality have not been vividly displayed.

2. Lack of natural flavor. Because they are all only children now, their parents love them very much. As soon as they leave home, they are afraid of this and that. The school also feels that the responsibility on its shoulders is great. They can stay in school and try not to leave school. Enriching their lives, broadening their horizons and enriching their knowledge will become a blank check. Students' observation ability, thinking ability and imagination ability have been seriously hindered. Isn't the burden reduced now? Why not take children into the nature they yearn for? Why can't we lead them into the social life they are confused about? How can students write articles with pure and deep natural charm in a closed classroom?

3. Teachers' unwise teaching methods. Completely unintentionally, as soon as we read a student's composition, we will reach for the red pen, which is actually unwise. As teachers, what we should do should not be that we can't help correcting children's mistakes all the way, but should understand that when we hold their composition, it is not just an article, but also a living child. We need to discover children's true thoughts through mistakes, instead of killing children's confidence as an author. We care about students' writing, but it is very different from error correction. Caring about their writing means that we need extra self-control, extra sensitivity, extra thinking and extra wisdom when dealing with their compositions. Perhaps, for those students who are afraid of writing, their teachers have some responsibilities.

"A journey of a thousand miles begins with a single step". So, how can we help junior children to take the first step of success on the road of composition? The new syllabus clearly States: "Students should be encouraged to write imaginary things, stimulate their imagination and fantasy, and give play to their creativity." This will undoubtedly greatly expand the time and space of primary school students' exercises and help to cultivate students' innovative consciousness, spirit and creativity. The psychological development of children in early school age is in the "sensitive period" of cultivating imagination.

At this time, if teachers can take good care of children's childlike innocence and make imagination a source of living water with strong vitality and inexhaustible motivation in the beginning of composition, composition teaching can get twice the result with half the effort.

First, stimulate the interest in speaking

Suhomlinski said: "If students have no desire to learn, all our plans, all our explorations and theories will come to nothing." Motivation is the key to success. Therefore, from the first day of school, we will stimulate students' interest in listening and speaking purposefully, planned, step by step and consciously, cultivate students' listening and speaking habits and train students' listening and speaking ability.

1. Create a situation

In a certain situation, students will have a sense of being there, a sense of role and an impulse to express themselves. There are many ways to create situations: for example, using audio-visual media to create situations, modern teaching methods can turn static pictures into activities, coupled with beautiful music, creating rich and vivid storylines for students, greatly improving students' interest in speaking; If using language to create situations, teachers should create certain situations for children before each speaking and writing training, which is an important part of the success of the training. It is very important to design the lead-in carefully. For example, in the speaking and writing training of Picking up Autumn, I designed such an introduction: "Children, you have looked for spring and painted summer. Before you know it, Miss Autumn has quietly come to us. She has scattered many gifts on the earth. Do you want to pick them up?" In this way, the children set off with joy. In addition, you can also use music to create situations, create situations through observation and so on.

2. Activate the experience

As we know, the extension of Chinese is equal to that of life, so there is a saying that "life is Chinese, and Chinese is life". Everyone, since he was sensible, began to feel life and experience life. Although primary school students are young and have limited experience, how many things they have experienced, how many people they have met and how many sights they have seen since they became sensible ... This is an inexhaustible and precious resource for their Chinese learning. As long as they are skillfully used, they can create amazing "speech works". For example, in the speech class of "Spring Rain", students and I walked out of the classroom to watch, listen to and feel the rain in nature, and then said, "Do you think spring rain is interesting?" Guide the students to talk about rain, and the students suddenly turn their experience of rain into words with emotional color: "Spring rain is interesting, and the thin threads of rain are so long and soft." "That voice is rustling, it's really nice." Facing the awakening of spring rain, students' imagination is rich and decent: the rustling rain sounds like beautiful music, like a silkworm eating mulberry leaves; Spring rain is like silk thread, thin, like hair, dense, like silk, soft; In the spring rain, the wheat seedlings are dressed in green, and the frogs sing songs ... Once the life experience is activated, students will ride on the wings of imagination, incisive words will blurt out, and wonderful sentences will naturally flood into the pen.

3. Two-way interaction

Speaking training is an interactive process between listening and speaking, and it is a two-way interactive language practice. Teachers and students are both listeners and speakers in the process of communication. Only by constantly changing their roles can teachers and students achieve successful teaching results. In class, I always encourage students: "Don't be nervous, believe in yourself." "You speak so well that the teacher is proud of you." "Although you are surrounded by experts, we believe that you are the best. Be brave!" My truth is a "stimulant" to activate students' body and mind, so that they are in high spirits and devote themselves wholeheartedly. The students' wonderful answers, in turn, deeply attracted and touched me, and there was an exchange of ideas and emotional collision between teachers and students. In this state, epiphany and inspiration are most likely to occur, and creative waves of words and thoughts often splash constantly.

Second, enrich language accumulation

American child psychologists believe that children who love telling stories and reading have a higher imagination and creativity than other children. Because children listen to stories and love reading since childhood, they will accept more * * *, which is of great help to the accumulation and development of his language and also allows him to gain more knowledge. Therefore, at the beginning of the composition, we attach great importance to letting children tell more stories and read more.

Today's children grow up in stories, and it is their * * * nature to love stories. To this end, from the first day of school, we will satisfy their childlike interest and bring them into the kingdom of stories. The children got to know Andersen, Green and Verne in the story ... While listening, we asked the children to tell their best stories. In order to stimulate their interest, they recorded the stories on tape and exchanged them in the weekly "story meeting". After "guessing, discussing and evaluating", the "Little Story King" was selected, and the "Story King Challenge" column was opened on the campus red scarf TV station. This activity has greatly aroused the enthusiasm of children. While they love listening to stories and telling stories, they have accumulated a large number of standardized languages and laid a good foundation for writing.

The cultivation of early reading ability will have a great influence on children's learning. It can not only help children master and accumulate certain language materials, but also improve their speech ability. We set up a "Little Book Corner" in the class, allowing children to freely choose their favorite books, offering a reading class every week, fully ensuring reading time, and encouraging children to actively read after class. While reading a lot, we ask students to recite actively. The new syllabus highlights the importance of enriching language accumulation, and hopes to put the accumulated language into practice by stipulating the amount of reading in and out of class, especially the number of reciting articles. Therefore, from the first grade, we have selectively asked children to recite Tang poems. Short and pithy Tang poems with beautiful words can not only enlighten children's imagination, but also purify children's innocence, which exerts a "preconceived" effect on children and influences their inner world, which is a rich spiritual wealth. Only by reading more and memorizing more, when you have a lot of savings in your chest and have to pour it out, can you "speak with emotion" and write a good article. As Mr. Lu Xun said: "I can't say how to do the article, because my composition is due to more reading and practice, and there is no new way."

Third, the open teaching form

The Chinese Curriculum Standard points out that "try to choose topics close to life and organize teaching in flexible forms." Junior children have poor rational thinking ability. They talk about the pleasures and interesting things in life with relish, but they don't know how to organize the language, let alone how to put them into writing. Therefore, according to the characteristics of children who are talkative and active, we make use of the classroom organization form of "activity class" as much as possible, so that children can experience, feel, associate and create in activities.

The specific methods are:

1. Draw a picture and say it.

Children are particularly interested in painting. They show their true and brilliant childlike innocence in painting. We often let children paint imaginatively according to their rich imagination. For example, I give children an "O" to imagine, draw various figures and say. As a result, colorful paintings were born in the hands of children, and a sentence full of childlike language flowed from the bottom of the child's heart: I drew a round moon, and it was too late at night, and the moon wanted to fall asleep, but when I thought of being on duty at night, she immediately cheered up and showed a bright smile; I drew a blue sun and gave it to the sea, making it as blue as sapphire; I drew a sunflower, which is smiling at the sun; I drew a meteor. A star hung high in the sky and accidentally fell to the earth. The star was very sad, how interesting it was in the sky and how boring it was on the earth. A child came over and pushed it into the river as a toy. The small fish thought it was delicious, called many friends to eat it, and the shark came and swallowed the meteor in one gulp ...

Imagination painting became a "free kingdom" for children. They inserted the wings of imagination, described the world in their hearts, and expressed their feelings and thoughts in vivid and personalized language. While drawing and talking, I often ask students to draw and write, that is, let students draw what they see and think, and write a text beside them. There is no standard format, and students are happy to draw and write. A student drew a picture of the night sky: in the dark blue night sky, a meteor slipped down. It reads: "At night, there are countless shining stars in the sky. Suddenly, I saw a meteor slide down, and it slipped into the air with a swish and disappeared. I thought to myself: the sky is really a big slide. " Another student drew a picture of a firefly on a summer night, and one of them also greatly appreciated me: "Why is there a lamp on the firefly?" Oh, it turned out that the mother firefly was afraid that the playful child would not find her way home.