After years of practice on how to improve the writing ability of students with learning difficulties, I found that many senior three students can't write well. They are not short of life, but lack the ability to know and express life. Students who can't cook with rice account for a high proportion in practice, which has become a bottleneck to improve Chinese academic performance. To break through this bottleneck and let these difficult students learn to express themselves and fall in love with their homework, we naturally need our teachers' special attention and guidance. Judging from students' work, there are four unhealthy tendencies: first, fabricating some untrue contents and telling lies; The second is to copy and attack the composition selected by excellent composition to fool the teacher; The third is to recite excellent compositions and prepare for exams; The fourth is imitation, which imitates the content of other people's compositions and makes a makeover. So, how to help these students improve their writing ability? First, teach it the law and experience the joy of observation. The observation is not meticulous, the experience is not profound, the thinking is not sufficient, and the article is not specific. Only a solid observation of basic skills is the key to solve the problem of "writing is not specific" According to the characteristics of students with learning difficulties in observing life and feeling things like thick lines, the following strategies are adopted to guide them to learn to observe and improve their ability to observe things. Strategy 1: Make clear the importance of observation. Most students will say that observation is very important, but in fact they may not really understand its importance. I asked them to practice writing a fragment, and from the comparison of the fragments written before and after careful observation, I made clear the importance of observation. Fragment: Ducks catch fish and eat fish. The first stage (before observation): The duck jumps into the water. Soon, it caught a fish and ate it. Then, I played a video of "Ducks Catch Fish and Eat Fish", asking students to observe carefully and pay attention to every detail with their eyes wide open. After observation and inspiration, I wrote the second clip: the duck jumped into the water with its head in the water and its ass up. Soon, it surfaced and saw a fish in its mouth, shaking the beads of water on its body, looking up and stretching its neck, and "plop, plop" swallowed the fish into its stomach. After completing the two clips, I will guide the students to compare the advantages and disadvantages of the two clips, find out the reasons for the advantages and disadvantages, and let them clearly realize the importance of observation from their own personal writing examples-only careful observation is the key to solving the problem of "not writing specifically". In the days to come, I will observe students purposefully from time to time, practice writing fragments and cultivate their observation habits. Strategy 2: Observe carefully. The composition should be vivid, and the observation must not be cursory, but must be carefully observed. Let me tell the students first: in fact, both narrative writing and narrative writing should be recorded. The core of taking notes is to write clearly the process of things. This is dynamic, we should pay attention to how things develop and change, and carefully observe the whole process. Then, I showed a video of "Grandma feeding Grandpa noodles" and asked them to write it down. After the students finish writing, they will be guided to watch the video again, compare it, find out what is not detailed in the observation, and then supplement and improve it. Therefore, they made clear the key points and methods of careful observation. The first paragraph (before revision): Grandma opened the thermos and saw that the noodles were still very hot. She immediately turned on the electric fan to cool down. The noodles were a little cold, so grandma picked up a pile of noodles with chopsticks, wrapped them and fed them to grandpa. Grandpa thought the noodles were still hot, so grandma blew them and carefully fed them to grandpa. Grandma smiled when grandpa ate noodles with relish. Later, the flour residue stuck to grandpa's mouth. Grandma saw it and gently wiped off the residue on grandpa's mouth with a paper towel. The second paragraph (revised): Grandma opened the thermos and saw that the noodles were still very hot. She immediately turned on the electric fan to cool down. The noodles were a little cold, so grandma helped grandpa up first and let him lie half in the hospital bed. Then she picked up chopsticks and put a ball of noodles around them, and then carefully fed them to grandpa. See grandpa's frown, oh, it's still hot! Grandma quickly drew back her hand, "shout shout", blew the noodles and stuck out her tongue to try. Great, neither too cold nor too hot. Grandma carefully fed the noodles to grandpa again. Grandma smiled when grandpa ate noodles with relish. One bite, two bites ... no, the noodles are stuck to grandpa's mouth. When grandma saw it, she immediately took out a piece of facial tissue and gently wiped the crumbs from grandpa's mouth. After the students made it clear that the observation should be meticulous, I consciously asked to do this exercise: first choose the target, observe it in detail, and then write it down, and then observe the details that can't be written. For example, observe the fashion at the class level, recess activities, sports activities, the performance of the family at the dinner table and in front of the TV, and so on. Over time, students form the habit of careful observation, and naturally they can write specific articles. Second, bathe in books and enjoy reading. Another reason why students' exercises are not specific is the lack of language accumulation. Lack of language is not enough to carry thinking. Even with life experience, it is difficult to translate it smoothly into organized words, and the sense of accomplishment that should be enjoyed can only be changed into not writing, not writing, not writing. As long as reading and accumulation are the tasks, students' language reserves will snowball over time. When students' reading and accumulation reach a certain level, a "language warehouse" will be established in their minds, which will gush out like a fountain when doing problems. I made this: 1 in order to change the situation that students with learning difficulties in exercises "study less", pay no attention to "accumulation" and have no "goods" in their stomachs. Guiding people to understand the importance of "reading" with famous sayings often leads them to be more enthusiastic and interested in doing what they want to do. I used the famous sayings of celebrities about reading to guide the student to understand the importance of reading. For example, "I am familiar with 300 Tang poems, and I can sing even if I can't write poems." "Reading is like a million volumes, and writing is like a god." "Reading is the father of composition. ..... "Read more and see more, practice makes perfect, and over time, it will be integrated and can be used for yourself. 2. Help students choose books suitable for reading. The first book I chose for them was Ma Xiaotiao the Naughty Boy written by Yang. This is a very attractive book, indeed, so they are fascinated by it. Gradually, they fell in love with reading and gradually expanded the scope of reading. 3. Reading with the need of "writing" Some people think that need is the real driving force for human action and development and the decisive factor for personality development. In the past, we allowed students to accumulate languages, which was blind and a bit laissez-faire. Students have no clear demand for accumulation, so their enthusiasm for accumulation is not high, and they always accumulate in order to complete their tasks. In the process of guiding students to accumulate reading, I do the opposite, that is, one week before each composition, I will arrange exercises to write so that students can understand the requirements of this exercise. Then, with the need of "writing", let them read the writing knowledge and excellent exercises related to this exercise, extract beautiful words, fragments and epigrams, and use them according to the specific situation. The exercises written are naturally very different from before, and I feel the joy of success. In this way, I tasted the sweetness of reading accumulation and greatly stimulated the interest and enthusiasm of reading accumulation. Third, learn to express and taste the joy of success. Writing is the embodiment of students' cognitive ability and language expression ability. Students who do not have a solid ability to choose words and make sentences will have poor language expression skills, and the articles they write will only be dry and stiff, just like bare trunks, without lush branches and leaves, and taste like chewing wax. Therefore, in the process of exercise teaching, we should pay great attention to guiding the training of choosing words and making sentences, so that they can have "methods" to follow and write more specific articles. 1, decomposition action training Decomposition action training is to decompose an action into a group of actions. Students often write the actions of characters too simply and generally, and only write the last action that shows the result. This is how I instruct students to do action decomposition training. Take "peeling peanuts" as an example: first, let students peel peanuts themselves and write them down. I picked up peanuts, bit them open with my teeth, and then peeled them off. I told them: it's easier to write like this. If each action is broken down into a set of actions, it will be much more specific. Secondly, let the students peel the peanuts again and ask them to understand each movement carefully. After the instruction, she wrote: I picked up peanuts and put them in my mouth, and took a gentle bite. Bang, I broke the shell. Then I peeled off the shell with my hand, held the peanut kernel in my palm, rubbed it together, rubbed off the red kernel coat, and then raised it to my mouth to blow. The nut coat flew away, leaving the fat peanut in my palm. Thirdly, by comparing the fragments of "peeling peanuts" written before and after, we can further understand that the detailed decomposition of general actions can really make the article more vivid, concrete and readable. After students know how to break down movements, they are required to carry out this kind of training in a planned and purposeful way. Training topics such as: eating screws at home, cleaning the table ... running and long jumping on the physical education class ... striding between classes, cockfighting ... 2. Rhetoric application training If you can use various rhetorical devices such as metaphor, personification and exaggeration when describing, the article will shine brilliantly. In order to carry out rhetoric training, I take two steps: the first step: find some typical fragments of rhetoric description and read them. And cooperate with the accumulation of special items. Such as: fireworks, red as red plum, pink as peach blossom, yellow as autumn chrysanthemum, white as jade orchid, green as jade ... They are like bright light, red light, twinkling stars and silver light ... (The use of metaphor has written the incomparable beauty of fireworks. Step 2: Instruct the exercises. I edited a picture of wild flowers in full bloom on the grass in the spring and showed it to the students, so that they could observe it carefully before dictating. When talking about the color of flowers, the students said: there are white flowers, yellow flowers, pink flowers and red flowers ... so beautiful. I suggest: "Can you describe colorful wildflowers more beautifully by metaphor?" The student thought about it and wrote: In spring, the green grass is full of colorful wild flowers: white as snow, yellow as gold, pink as sunset, red as fire ... just like laying a carpet of flowers on the ground, it's beautiful. Through this modification, the use of metaphor makes all kinds of wild flowers leap from the paper, bringing people beautiful enjoyment, and at the same time making the content of the article more specific. 3. Skillful Modifier Training Skillfully adding modifiers is to skillfully add some modifiers to a sentence or paragraph that has no specific description, making the content of the article more specific and vivid. This is relatively easy, so I will give them an example to guide them to master the method and then remind them to use it in their homework. 4. There is often a serious problem in training students with learning difficulties with facts: when writing articles, they like to use general words to describe them. Readers can't feel the specific images of characters in their compositions, but only vague "special points". Writing in this way, in fact, did not let the facts speak for themselves, and did not let the characters become vivid and touching in what he did. In view of this, I focus on training students to write around a certain meaning with facts. For example, give her general sentences, such as "Grandma regards me as the apple of her eye", "I am a careless child" and "I love". And ask for specific examples to be written down. After a period of training, students have a certain understanding of how to speak with facts and have a lot of specific exercises. 5. Taste appreciation training Taste appreciation training is to understand the value of language and the exquisite charm of language art from the perspective of appreciation. I ask students to often extract paragraphs from excellent compositions, compare them with their own compositions, and understand the subtleties of other people's words and sentences, so as to absorb language nutrition, enrich their language reserves, find out their own shortcomings and improve them. In the process of taste and appreciation, I gradually realize the importance of language expression in an article, so as to enhance the consciousness of consciously tempering language, improve the ability of written language expression, and let the bare "trunk" sprout branches and grow leaves. "Chinese Curriculum Standard" points out: "Chinese curriculum must face all students, pay attention to students' individual differences and different learning needs, and enable students to acquire basic Chinese literacy. "For students with learning difficulties, we must implement different teaching strategies, fully understand them, accurately find the golden key, and teach students in accordance with their aptitude. As long as according to the actual situation of students' practice, we should carry out strict and scientific training purposefully and systematically, step by step, strengthen each training point, supplemented by a positive evaluation method-appreciation and high marks, so that students can get psychological and spiritual satisfaction in their continuous success, thus producing a relaxed and happy emotional experience, getting close to practice and enjoying practice. Let's sincerely support a sunny day for students with learning difficulties!