1. How to create situations when writing essays

(1) Use your own feelings to create situations.

Primary school students love to listen to stories, especially when their teachers tell stories about their childhood. According to this characteristic of primary school students, when instructing them to write, you can tell some of your own stories to impress them, create a situation based on the teacher's own feelings, induce them to open their hearts, resonate with the teacher, and write true feelings. Realistic article.

For example, when I was guiding them to write the semi-propositional composition of "----'s Troubles", I was not eager to guide them on how to review the topic and how to select materials. Instead, I told them about my own troubles. I have been suffering from myopia since I was a child, which has brought a lot of troubles to my life and study. Once in a Chinese class, the teacher explained the word "eagle" on the blackboard. Because I couldn't see the blackboard, I listened very carefully. , just "listen" to the teacher that "there is a 'Zwilling' in the word 'Eagle'...".

I mistakenly understood that it was the word "eagle", so during the dictation after class, I was criticized by the teacher for making the wrong word. Alas, it’s all my fault for my short-sighted eyes, not to mention how depressed I feel.

Then, when I asked them to talk about their troubles generously, they raised their little hands high one after another and told everyone about their troubles. Some students talked about their "tallness" Some talked about the suffering of "little chubby"; others talked about the troubles of not having a computer at home... It really stirred up a thousand waves with one stone. All the students opened their hearts, and various novel topics continued to come up. In the subsequent compositions, they chose a variety of materials, and all wrote their true feelings.

(2) Use colorful activities to create situations. The new curriculum standard points out: "It is necessary to make full use of Chinese education resources in real life, optimize the Chinese learning environment, and carry out teaching activities creatively."

The main reason why students are currently "squeezing out essays" should be composition The environment is simple and there are too few materials for writing. They always write about commonplace things, which is difficult to arouse their desire to express. Mr. Ye Shengtao once said: "Life is like a source, and articles are like streams.

The source is rich and never exhausted, and the stream flows naturally and lively." Our lives are rich and colorful, why not make full use of this abundance? How to use resources to create composition situations for students so that they can devote themselves to writing independently? In my daily teaching work, I often consciously and plannedly organize some activities for students to guide them to observe life carefully and absorb knowledge and experience from the soil of life, so as to accumulate writing materials and write true feelings. For example, in the case of my father, On the eve of Mother's Day and Mother's Day, students are given a week to do a good deed for their father and mother respectively; they carry out purposeful "giving love" activities in the class, hold poetry contests, speech contests and other activities, and make full use of spring outings organized by the school, Sports games, visits and other activities.

To create situations for students, turning the source of composition into a pool of moving water. For example: At the end of last year, a classmate in my class wanted to immigrate to Canada. I thought that the classmates had been together for six years and had a deep friendship. We are now separated and we don’t know when we will meet again. In order to create an opportunity for the children to pass on their friendship, I arranged the class The cadres used the class meeting to hold a small farewell party for him. The atmosphere at the venue can be imagined.

The students shed tears and left messages on the guestbook, holding hands and cherishing each other. Even the children who were usually the least expressive also sang the song "Auld Lang Syne" with tears in their eyes. The whole class was cheered by everyone. Surrounded by a strong sense of classmate friendship, in this touching situation, the students all truly felt the preciousness of friendship! In the essay after the incident, the student’s words soaked with true feelings made people cry: “I never thought that the friendship between us was so deep. In the years that passed, I did not cherish his existence. And today, looking at the empty seats, my heart feels like it has been hollowed out... My friend, have a good journey. In that strange society full of blond hair, blue eyes, and ABC, please don't forget the motherland, forget the motherland. Alma mater, forget about us...we look forward to your success!” “It’s hard to say goodbye even if you wave your hands! I will never forget the sincere blessings on the guestbook, the touching singing at the farewell party, and even more the tears in my eyes when we held hands... …Good classmate, no matter where you are in the world, our hearts will always be together!” After reading these tear-jerking articles, I am more convinced that using colorful activities to create situations will achieve twice the result with half the effort. (3) Use excellent essays to create situations.

The Xiaoyu teaching materials provide us with very broad knowledge, not only rich language materials, but also touching storylines. Therefore, teachers should intentionally combine some excellent examples to create situations and arouse students' interest in reading. The student's *sound, thus achieving the combination of reading and writing. The detailed description of the mother's reluctance to eat lychees in "Lychees" can be well integrated into students' lives and become good material for their compositions.

In short, after a period of practice, I deeply feel that creating situations before composition teaching is not a fancy form to adapt to the teaching reform, but to return students' composition training to normal. Through the program, students can learn to use their hearts to experience various colorful writing situations through the creation of situations, shorten the distance between writing and real life, stimulate their thinking potential, and thereby improve their Chinese literacy.

2. Three ways to create situations in writing

Use your own feelings to create situations.

Primary school students love to listen to stories, especially when their teachers tell stories about their childhood. According to this characteristic of primary school students, when instructing them to write, you can tell some of your own stories to impress them, create a situation based on the teacher's own feelings, induce them to open their hearts, resonate with the teacher, and write true feelings. Realistic article.

For example, when I was guiding them to write the semi-propositional composition of "----'s Troubles", I was not eager to guide them on how to review the topic and how to select materials. Instead, I told them about my own troubles. I have been suffering from myopia since I was a child, which has brought a lot of troubles to my life and study. Once in a Chinese class, the teacher explained the word "eagle" on the blackboard. Because I couldn't see the blackboard, I listened very carefully. , just "listen" to the teacher that "there is a 'Zwilling' in the word 'Eagle'...".

I mistakenly understood that it was the word "eagle", so during the dictation after class, I was criticized by the teacher for making the wrong word. Alas, it's all my fault for my short-sighted eyes, not to mention how depressed I feel.

Then, when I asked them to talk openly about their troubles, one by one they raised their little hands high and told everyone about their troubles, some of them the same. 3. How to create situations to improve students’ composition ability

For a long time, some primary school students have been afraid of composition and taking composition classes, and they will have a headache whenever they mention composition.

So, how to mobilize students’ writing enthusiasm so that they can write well in a relaxed and enjoyable way? Long-term practice has proved that creating situations to teach composition is an effective way to improve students' composition level. Because creating situations brings children to an inexhaustible source.

In this churning source of gorgeous waves, the children's thinking activities are actively unfolding, and the stored words suddenly become so vivid and full of emotion. The children can't help but love to use those vivid words. Use words to describe the situation in front of you, which is the enlightenment of wisdom, the learning of language, and the enjoyment of beauty - from here, children can understand the world step by step. To this end, I mainly start from three aspects: (1) How to use multimedia - pictures to reproduce situations to stimulate interest, language to describe situations to stimulate emotions, and let students experience life situations through performances to stimulate students' interest in "love to write"; ( 2) How to use multimedia to create situations, guide students to write vividly, concretely, and clearly, and be able to layout and plan articles, so as to achieve the goal of students "knowing how to write" compositions; (3) How to create a situation for commenting and revising compositions to train them Review and correct your own and your peers' compositions, and ultimately develop a good habit of revising compositions, thereby improving students' writing skills and truly allowing students to enjoy learning while learning.

Design process: 1. Create expression situations to stimulate students’ interest in “writing” 1. Pictures reproduce situations to stimulate interest 2. Use language to describe situations*** 2. Create writing situations to cultivate students’ ability to “write” "Ability 1. Use the "freeze" of multimedia to guide students to write concretely. 2. Use the "replay" of multimedia to guide students to write clearly. 3. Use the "reappearance" of multimedia to guide students to write vividly. 4. Use the projection of physical objects to guide students in planning and layout. Part 3. Create a situation for evaluation and correction to cultivate students’ ability to “evaluate” and “correct” compositions. Specific content: 1. Create a situation for expression to stimulate students’ interest in “loving writing”. Mr. Ye Shengtao pointed out: "The natural order of composition is self-understanding of things.

I felt something in my heart, and the waves of emotion hit me. I had the desire to speak, and I wanted to talk, so the article was born." Psychology. It is believed that when students learn in a state of interest, they have keen observation, enhanced memory and rich imagination.

Therefore, whether students' interest in writing can be stimulated is the key to the success of writing guidance courses. First, use multimedia to create situations so that students can compose happily.

In teaching practice, I continue to explore and try to change the methods and means of information transmission in composition teaching - let "multimedia" participate in the whole process of composition teaching - create situations, which can effectively mobilize students' enthusiasm for writing. , strengthen students' inner experience, so that they can write with interest and confidence. 1. Pictures reproduce situations and stimulate interest.

When primary school students observe things, they are very curious and their attention is easily diverted. They often look around and cannot grasp the characteristics of things. The presentation of situations, under the control of teachers' language, places students in a specific environment.

In this way, the objective situation will not only affect children's cognitive psychology, but also mobilize children's emotions to participate in learning, allowing students to observe, think, and imagine purposefully. In class, according to the teaching content, I rationally use audio-visual teaching methods to create situations, mobilize students' enthusiasm for writing, and form the best psychological state, so that writing is a pleasure.

When instructing students to write an activity-based composition "A Relay Race", I first asked the students to conduct a relay race on the spot, and recorded the entire game and made it into a videotape. During class, take it to the classroom and play it. With the shouts of "Come on! Come on!", a scene of fierce competition of "life or death" appeared on the TV screen.

The students were immediately attracted. They all stared at the screen and couldn't help but whisper: "Who runs fast", "Who is the funniest"... At this time, you are asked to write again, How could they not be interested? When instructing the description of the "general cleaning" scene, I also organized the students to conduct a general cleaning in advance and told them to pay attention to the people and things around them. In class, I asked: "Who is not afraid of getting dirty when working? How can we not be afraid of getting dirty?" The students really had something to say, but they couldn't grasp the essentials of the characters' movements, and there was a common problem of disordered observation.

So, I created a situation: Classmates, you have observed very carefully, but when expressing, you should also follow the order of observation and be in an orderly manner. So how can we achieve orderly speaking? I saw Shen Yang mopping the floor, so I filmed the scene.

Now, ask the students to observe, what did he do first? (Lesson 1) What to do next? (Lesson 2) What did you do next? (Lesson 3) How did you do it in the end? (Courseware 4) When the students say the actions in sequence: "hold, drag - carry, run - twist, rinse - hold, twist", then let the students observe their expressions, imagine their hearts, and then put the four pictures Let’s talk about the contents of the pictures. With this kind of guidance, students can quickly complete the practice of a paragraph.

Another example is when I guide students to write about the shape of rose flowers, the first step I take is to ask students to recall their impressions during observation, and then put out courseware for students to observe. Students can naturally say the words they have learned: "budding yet to bloom", "budding ready to bloom", "blooming", and make reasonable imaginations.

Step 2: Let students observe the most eye-catching flower - the one that is fully bloomed. I made a close-up courseware of a smiling and blooming rose. First, I showed its flowers, leaves, and stems step by step for students to observe and imagine. Then I showed the bouquet of rose flowers to give students an overall impression.

Students not only got to know rose flowers, but also learned how to observe things - in a certain order. Step 3: Grasp the different characteristics of rose flowers, guide students to observe flowers in various postures, and let students imagine and speak.

When the beautiful picture was played, it immediately aroused the interest of the students to talk, and they rushed to raise their little hands: This one, which is open alone, seems to be the leader in the garden; The two flowers blooming together are like a pair of closely related twin sisters; the three flowers blooming together, one is large and the other two are small, are like a young mother leading two lively and lovely children. Go to the park; these four flowers bloom together, like beautiful flower fairies coming to the world, two on each side. 4. Give an example of creating a teaching situation, just one will do, thank you all

What are the main types of teaching situations? According to the different points of support for situation creation, we divide teaching situations into the following types: (1) Teaching situations created with the help of physical objects and images. Physical objects in teaching mainly refer to physical objects, models, specimens, experiments, visits, etc.

When teacher Ruyi taught the lesson "Coral", he showed three types of corals: "like antlers", "like chrysanthemums" and "like branches", so that students could have a real perception of corals. This is through Physical objects create situations. The famous Soviet educator Suhomlinsky attached great importance to the educational role of field trips. He often led children to nature to carefully observe and experience the beauty of nature, so that students could learn knowledge in a relaxed and pleasant atmosphere. , stimulate students' interest in learning and develop students' imagination and aesthetic ability.

He said: “I strive to ensure that throughout childhood, the surrounding world and nature will always provide nourishment to students’ minds with vivid images, pictures, concepts and impressions…. "The experimental process can present a rich and vivid intuitive image. Taking chemical experiments as an example, from the instrument installation to the preparation of medicines, from the complex physical and chemical changes in the experimental process to the generation of new substances, there are changes in shape, color, state, and taste. There are also gas generation and precipitation, or light, electricity, and heat phenomena.

Students learn chemistry based on the perception and observation of these phenomena. For example, when talking about chlorine, the teacher usually demonstrates the experiment (or the student experiment) first. After the students observe the experimental phenomenon, the important chemical properties of chlorine are summarized through the intuitive images seen by the students. That is, chlorine is a relatively active non-metal. element.

In teaching, images are an intuitive tool, which include writing on the blackboard, drawings, flip charts, slides, videos, movies, computers and other audio-visual teaching methods. Images can express the scenery described in the text concretely and intuitively in front of children, so that they can get a vivid image.

For example, when teaching the article "Swallows", in order to make students perceive the scenery of nature, some teachers use an enlarged color wall chart at the beginning of the lecture to ask students to carefully observe what scenery is in the picture. What about their colors and dynamics? The undulating hills, the mirror-like lake, the emerald green weeping willows, the flying swallows, and the clear spring water enable students to visually perceive beautiful pictures and lay the foundation for learning the text. 5. Create a beautiful and situational beginning of the composition

First, the beginning of the article should be attractive. Good article beginnings include: a suspense beginning; a flashback beginning; a scene description beginning; a topic beginning; a lyrical beginning; a quotation or a philosophical beginning, etc.

Second, the plot arrangement should be twists and turns, vivid and fascinating, "the article seems to look at the mountains but not the plains". Therefore, the narrative must be a bit "wavey" and cannot be told in a straightforward manner. Third, the expression method should be flexible and changeable, and avoid single repetition. Fourth, the topic should be chosen cleverly. For example: The words at the beginning of PHS Travel to the Future: So fast, the earth rolled over two thousand times - in a blink of an eye, 6 years have passed. Yes, yes, it has been 6 years since the publication of "PHS Adventures in the Future".

In the past six years, the editorial department has received many, many letters. Some of these letters are written to me, my dear editor, and some are written to our little reporters. 6. The beginning of a 600-word essay on "I love my family" to create a scene

1. Family is every child The cradle of growth is the harbor where every child lives. I have a warm, happy and harmonious home. I love my family.

2. Everyone has a home, and everyone loves his own home, so I am no exception.

Home can give people a warm feeling, make people full of confidence, and cheer up from failure. However, home is the most important pillar for people everywhere.

Class 3.284 - my second home, a home composed of lots of love and heart, I love it! It has neither a gorgeous appearance nor gorgeous decoration, but its heart is full, full...

In my class, there are sincere friendships and real care, There are earnest teachings... I love my class because it is a "paradise of love."

4. Home, people usually think of it as just a place to live. But I believe that home is a clear sky that parents use the umbrella of love to hold up for their children; it is a safe haven for everyone to grow up. In fact, home is synonymous with warmth.

5. What is home? It is a warm harbor, a handful of loess that nurtures trees, a bit of soft fluorescence, a loving umbrella, and the most beautiful cloud on the horizon. . . . . .

6. Home is a place where tired birds can rest when the sun sets, a place where pitiful fish can take shelter when the storm is pouring, and a place where overseas wanderers can think about their dreams day and night. A place with a mother’s gentle smile.