First, overcome the fear and make the composition more confident.
Let the students write what they are familiar with, that is, "I write my hand, I write my mouth, and I write my heart." For example, write about what you do, people you know, favorite games, etc. In this way, it is not difficult for students to experience writing a composition. As long as they express what they are familiar with and what they want to say in words, it is a good composition. So as to overcome the fear, and then feel that I can write a good composition and love writing. With a hobby of writing, it is not difficult to become a writer.
Second, writing is easier 5 minutes before class.
Language is a tool of communication and a coat of thinking. Oral training is an indispensable part of Chinese ability. I spend five minutes before the Chinese class, and let the students give a speech with unlimited contents, such as what they have seen and heard, making up stories, reciting poems, reciting aphorisms and so on. Speech is conducive to improving students' interest in learning, exercising their thinking, cultivating students' keen observation, thinking and analysis, and improving their ability to speak in public. Judging from the students' works, many compositions are related to the content of the speech, such as quoting aphorisms, aphorisms, poems and so on. This shows that composition is not only a matter of composition class, but also a matter of time and accumulation.
Third, I usually abide by and describe the law.
I designed a writing scene of "a blank sheet of paper" for students to discuss how to perceive and understand this paper from multiple angles and use their various sensory organs to write the nature and characteristics of a blank sheet of paper. Observe the color and shape of white paper with your eyes, smell the smell of white paper with your nose, listen to (tear) the sound of white paper with your ears, feel the characteristics of white paper with your hands, think about the production process and use of white paper with your brain, and create infinite associations through white paper: undeveloped mountains and rivers, unformed raw materials, innocent and lively children ... This tells students that observing things should use all our senses and observe and experience things from multiple angles. If the focus of writing is to introduce the source and use of the white paper, such an article is an explanatory article; If you talk about your own experience and feelings in combination with the characteristics of the white paper, it is just like writing an argumentative paper.
Fourth, it is easier to keep a diary every day.
Mr. Ye Shengtao said: "Life is like a spring, and articles are like a stream. Spring is strong and inexhaustible, and the stream naturally flows without rest. " In the process of diary teaching, we should strive to expand students' living space, enrich students' life, take them to experience life, feel life and create life, lead students' sight and tentacles to nature, school, family and society, and tap the source of diary. Diary is not only about writing, but also can be expressed in many ways: taking notes, discussing, expressing feelings, doodling a picture, reciting a few poems in an essay, or picking a few fallen leaves in autumn to spell out an interesting pattern; Or find a yellowed photo with a few words written on it; Or quietly pour out the secrets in your heart and integrate happy smiles and tears of regret into your diary; Or spread the wings of imagination, fly freely, and let you fly your ideals ... At the same time, if you can attach importance to teaching materials and be good at discovering and digging gaps in teaching materials that can ignite the spark of innovation, it is also an indispensable beautiful scenery for improving students' diary level. I will give one or several topics according to the text I have taught this week, such as: teaching "Back" in one class, so that students can write a person they like; After learning Tianjingsha Qiu Si, let the students write down the author's mood in prose ... and also ask the students to have excerpts of good words and sentences in the weekly diary. These diaries make up for the weakness of insufficient training in composition teaching and improve students' writing ability.
Fifth, there are ways to guide, wonderful pen and flowers.
Writing vivid articles is actually very demanding, but I only ask students to write the true colors of things, to write the stumbling of things and to write them again and again. Students' writing is often straightforward. Everything is always done at once, and the result is written in a few words. Then there is nothing to say and write, which is also an important reason why students find writing difficult. For example, when writing' Cicada on the Internet', students often write: I prepared a net, and when I saw a cicada on the tree, I ran quickly with the net, lifted the net, and caught the cicada at once. Is it so easy for people to do things? This obviously does not conform to the law of the development of things, so you can't write a good composition. Therefore, in composition guidance, we will explain these principles to students clearly, so that they can pay attention to the complexity of writing in the article and write it several times repeatedly: the first time, because of the loud noise, the cicada heard it and flew away before people got close; The second time was because the branch caught the net but didn't catch it. The third time I summed up the lessons of the previous two times and finally caught the cicada as I wished. In this way, the article not only describes the complexity of things, but also is longer and more vivid.
Sixth, turn to students and learn to walk by yourself.
Because students have little accumulation and experience, they always use bad words when writing, so I wonder if I can provide some good words and sentences to students before writing. It turns out that the effect is good.
For example, the words provided by writing "Flying a Kite" are: bright spring, breezy spring breeze, warm sunshine, incomparable happiness, colorful, colorful, all kinds, flying high, drifting farther and farther, chasing each other, flying up and down, whispering, cheering and jumping ... The sentences written by students are: 1, "big dragonfly" seems to be. 2. Hey! Oh, no, my butterfly sister has a somersault and is going to fall. ..... At the same time, let the students apply the good words and sentences extracted from the diary to the composition as much as possible. Judging from the students' works, there are similarities, but there are also so many insights and innovations. Isn't it a successful pen? After all, children are children, and they need a hand and a jump to try the happiness of success.
Seven, the students' composition has changed, and the progress has obviously accelerated.
"Chinese Curriculum Standard" clearly puts forward that students should "develop the habit of correcting their own compositions", and educator Ye Shengtao also points out: "Composition teaching should focus on cultivating students' ability to correct their own compositions. How teachers should guide and guide students to develop this ability is a topic worthy of our Chinese teachers' joint study. " In the traditional "student composition teacher reform", students are still in a passive position. To change this situation, the key is to cultivate students' ability to correct their own compositions. Teachers should give students the initiative and teach them the methods and principles of revising their compositions. Usually, I seldom write for students' revision, but pay attention to thinking, find out the accuracy and profundity of the true feelings that students want to express in their compositions, and use this as a clue to correct and inspire students to use their brains to revise. Students' writing level has been greatly improved.
Eight, the evaluation composition is heavy, and teachers and students fully interact.
Composition evaluation focuses on discussion. From composition evaluation to composition evaluation, I think teachers have changed into such an idea. However, not all teachers can do this well. Most teachers attach great importance to guidance, while commenting on writing is an understatement. In fact, commenting is the most important link in writing. Comments are collective wisdom, mutual exchange and communication, which not only expands thinking but also enhances emotion. When a good composition is changed, students often can't modify their own works, and comments solve this problem. I instruct students to choose one or two articles to comment on whether their composition is good or bad. When commenting on their compositions, I focused on "discussion". Why? "Comments" mainly focus on "how to write". The "discussion" mainly revolves around "why do you write like this". "Discussion" can arouse students' doubts, discussions and disputes, so as to explore students' thinking process and emotional attitude. The organizational form of evaluation is very important, both for the whole and for the differences. Generally speaking, my approach is to choose one or two representative works and comment on them in the whole class, so that students can basically understand what to comment on and how to comment. Then group the students (the group is carefully designed, and the best student is the host) to comment on each other. Finally, let each group read the best revised works in the class again. That's not enough. Ask the students to copy the revised work again. Of course it's troublesome, and sometimes you can't finish the task. But it can be done after class, which is very helpful for students to improve their writing ability.
The motto of my composition teaching is: composition does not need to be eloquent, but it cannot be without a writer's dream; Writing doesn't need a brilliant pen, but it can't be without a proud pen. The composition is written, the good composition is changed, and the writing ability is obvious.