Writer Liu Chenglian introduced this method in "Walking with Children through Primary School for Six Years": Because the second-grade daughter has limited written expression ability, every time her daughter can't write, her mother will keep a diary for her. Accompanied by her mother for many years, her daughter came out step by step, writing better and better, and then "shine on you". Not only did her daughter write far better than her mother, but she also got a 100 mark in the exam. Liu Chenglian believes: "Parents guide their children to write compositions, just like coaches teach their children to learn to swim. If they can only tell their children the essentials of action decomposition on the shore, they may not learn it, but the coach will show them their posture in the water and they will soon learn to swim. "
Before grade three, I often helped her "fill in" her composition like that. Due to the lack of English vocabulary, children sometimes get stuck in vocabulary. Obviously, I don't have much to say, but when I started writing, I couldn't do it, and I didn't think enough about one tenth. At this time, I will follow the correct guidance and lead my children to express what they want. For example, once, the teacher asked the child to write a travel note, and the topic of the child's paper was my hometown. What impressed him most was the river in my hometown. He wrote: There is a beautiful river in my hometown. Every time I go back to my hometown, I will play by the river for a while.
Then he didn't know how to write down the article, so I suggested that he actually express the beauty of the stream. I guided it correctly like this: I asked, "What color is the river?" He said, "The river is clear, and you can see fish swimming in the lake." I asked again, "Is there? What if the sun shines on the river? " He said: "The sun shines on the water and shines." "A gust of wind is blowing .." I pretended to be interrupted. The child immediately went on to say, "The water is rippling layer by layer, which is very beautiful." Later, he combed our sentence into paragraphs and turned it into words: There is a beautiful river in my hometown. The river in that place is particularly clear, and you can see fish swimming around in the water. Every time I go back to my hometown, I like to go to the river with my cousin to catch fish. The morning sun shines on the water, shining like a small fish's eyes looking at us and laughing, and everyone is happy for it. Suddenly, a gust of wind blew, and the water rippled layer by layer, which was very beautiful.
When children can't write, he will ask me for help, so I am happy to guide them to expand their imagination and help him express the picture he wants to convey. This kind of sincere writing can generally get a great "excellent" evaluation from teachers, and also give great encouragement to children, and their interest in writing has become more and more intense.
The second way, according to "children speak, parents write", cooperate with each other to write.
In addition to the correct guidance of filling, I will also cooperate with my child to write in the form of "children say, I write". Once, my child wanted to write a travel note, but it was recorded as a running travel guide. I said, "Otherwise, I'll tell you what you played in the children's playground that day." "Everyone plays flying squirrels, roller coasters and American pirate ships in Zhuozhou pine forest ..." The flowing sedan chair told by the children not only tells how their friends lined up to play, but also records the expression of each of them, as if returning to the scene of playing that day.
I cheered for my son, and I said, "You speak very well. It's right to write like this. " The child said, "But I can't write." Knowing that my son's writing ability is limited, I suggested to him, "Well, you tell me and I'll write." I will write down what the child just said, or let him read it again to see if what he said is the same as what he thought. If not, I will ask him to change it again.
After seeing what he said turned into words, the child was also very happy, and he read it over and over again, which was particularly fulfilling. The reason why I want to help him write it down is because my son didn't know how to write many words at that time, and his writing ability was limited. I didn't want him to back down, so I borrowed my hand to record his true feelings. This not only stimulates children's thinking ability, creativity and organizational language ability, but also slowly learns to write a composition in this "speaking and writing" composition.