1. A brief discussion on how to guide lower grade students to write

The Chinese teaching for the lower grades of Guo Jiandi Primary School in Guijing Primary School focuses on literacy and writing, and gradually carries out reading, recitation and reading training. .

In the practice of Chinese teaching, in order to train students' comprehensive ability to use Chinese and connect it with middle-grade compositions, writing training must be gradually carried out from the lower grades. The main content of writing in the lower grades is mainly based on looking at pictures and writing stories, looking at pictures and making up stories, with some proposition training interspersed, such as describing a small animal, describing favorite fruits, etc.

To improve the effectiveness of writing guidance for lower-grade students, I think we can start from the following aspects: 1. Use vivid and motivating evaluations to cultivate students' interest in writing. When you first start writing training, you can match the content of the Chinese text learning, or you can find training points and arrange exercises based on the people and things around the students. This will appear natural and appropriate, and avoid making students feel more burdened with homework.

Finding the right time and entry point will also give students something to say and write. Daily writing training insists on making timely comments; reading more good articles or sentences in students' works; promptly praising and encouraging children who have made progress in writing; regularly displaying students' excellent works in the class display column.

2. Guide students to pay attention to the things around them. Tell your children that there are many details around us that are worth paying attention to, and that as long as you put your mind to it, there will be content to write about.

You also need *** people and real things, which can be seen with your own eyes, heard with your own ears, or heard from others. 3. Layered guidance.

The training form for students to write sentences can be: making sentences with words, imitating sentences, answering questions, and supplementing sentences. Pay attention to the use of basic punctuation (comma, period, question mark, exclamation mark, pause).

Guidance on how to look at pictures and write words is particularly important. There should be special guidance classes on how to look at pictures and write words. Students should be made clear about what should be written when looking at pictures and words. The teacher will summarize after the students answer. Tell the children the requirements: the content must be complete, including time, place and characters, as well as what to do.

Seize the idea and stay on topic. When practicing with multiple pictures, guide the children to look at the pictures coherently, and the transition between pictures should be natural.

When making up stories by looking at pictures, it should be lively and interesting. Students are encouraged to have their own ideas and bold imaginations, so that students can open up their minds. Likewise, the details of the story also require careful guidance from the teacher.

In order to prevent students from writing the same words, teachers can guide students' different ideas and guide children in writing language, expressions, and movements. In addition, you can also let the whole class correct a piece of writing together. First, let the children comment on the advantages and disadvantages of the writing "you and me", and then listen to the teacher's explanation after the correction, which part is good and good. There, good content and parts are presented in front of students. 2. How to teach lower grade students to write short compositions

The short compositions for lower grade students include looking at pictures and talking, writing words, writing children's songs, fairy tales, writing diaries, etc.

The purpose of the training is to cultivate children's observation ability, thinking ability, and language expression ability, and lay a good foundation for entering higher grade composition. How to guide lower grade students to write essays in the initial stage? Let’s talk about some attempts in teaching practice.

1. Read Pinyin, say sentences, and conduct speaking training. When students first enter school, the focus of teaching is to learn Chinese Pinyin, and the teaching of new words has not yet been touched. At this time, we can also use Pinyin teaching materials to not only teach Pinyin but also conduct speaking training.

For example: when teaching "e", use illustrations to inspire students to practice speaking. "What is this? What is it doing?" "This is the white goose."

"What is the big white goose doing?" "The big white goose is swimming in the water." Another example: When teaching the combination of initial consonants and finals, Ask students to say a word with this pronunciation according to the spelled out pronunciation, and prompt students to say a sentence with this word.

For example, learn: the four sounds of "mi": mi smiles***, I have a smile on my face; mi is lost, the little white rabbit is lost; mi is a bag of rice, and I have a bag of rice at home ;mi secret, this is a secret. In this way, students not only learn Pinyin but also practice speaking; it not only enriches students' vocabulary, but also makes it easier to understand the meaning of words.

2. Recognize words, form sentences, and develop language skills. Word teaching is an important task in lower grade teaching. Teachers must first implement word training goals so that students can firmly grasp the pronunciation, form, and meaning of words. And use words to form words and words to form sentences in a targeted manner. For example, "Home - go home - I want to go home.

Move - work - the children are working." Through continuous practice, let students gradually establish the concept of "complete sentences", so that students can clearly I feel that the structure of a sentence is basically composed of two parts.

Secondly, the teacher should gradually guide students to combine the "four prime sentences". For example, when teaching the word "sweep", after students say "sweep - sweep the floor - Dongdong sweeps the floor", they can then ask: (1) Where does Dongdong sweep the floor? (2) When did Dongdong sweep the floor? Students will have many, many answers.

The teacher further asked: "When and where did Dongdong sweep the floor?" The students talked about it and combined many "four prime sentences", for example: On Sunday morning, Dongdong was at grandma's house Sweeping the floor; after school, Dongdong sweeps the floor in the classroom, etc. As students' vocabulary increases and their horizons broaden, we might as well ask students to write out what they say on the basis of "speaking".

Usually I use the method of "practice one word more" to let students make sentences. For example, when using the word "love" to make a sentence, I encourage students to start a competition to see who can make more sentences. After completing the sentence, write it in a notebook. If you can't write the word, you can write pinyin instead. This will not only help the students remember the new words, but also help students remember the new words. It also cultivates students' thinking and language expression abilities.

However, in the training of "writing", teachers should make appropriate preparations, such as filling in the blanks from speaking to writing, expanding the practice of sentence components; using listening methods to let students judge the completeness of sentences, Carry out supplementary speaking and writing exercises; you can also teach students to master several basic sentence patterns during teaching. Such as "Dad is a worker", "Dad is reading the newspaper", "Today is Monday, not Tuesday", "There are pens, notebooks and textbooks in the schoolbag" and so on.

With these foundations, students can develop the desire to express life correctly while learning words and sentences, and then innovate themselves, laying a solid foundation for composition training in middle and senior grades. 3. Imitate model essays and compose children's songs to stimulate interest in writing. Texts are the best examples for students to practice writing. Lower grade students should not only focus on understanding words, but also focus on the training of key sentences and paragraphs.

According to the teaching focus of each lesson, teachers should guide students to "follow the gourd and draw the scoop" in speaking and writing; or change sentence patterns to speak and write; or broaden the connotation and denotation of sentences to speak and write a few simple sentences talk. Among the textbooks for first and second grade students, some of them are children’s songs that are popular among lower-grade students. When students don’t know what writing is, they might as well start by making up children’s songs so that students can taste the joy of success.

Initially, students are encouraged to change only a few words in the children's songs. For example: There is a children's song "I, You, Him" ??that goes like this: "I am a primary school student, you are a primary school student, and he is also a primary school student. , we are all primary school students." When guiding the writing, first let the students find out the most common points between "I, you, and him", they are all "primary school students", and then change "primary school student" to another word that has the most similarities. .

Students can write in the format of children's songs: "You are Chinese, I am Chinese, he is Chinese, we are all Chinese." "I am a boy, you are a boy, he They are also boys, we are all boys.”

Then, let the students use their imagination and create freely according to the content of the children’s songs. Another example is written in the text "Home": "The blue sky is the home of white clouds, the woods are the home of birds.

The river is the home of fish, and the soil is the home of seeds. We are the flowers of the motherland, The motherland is our home."

When teaching, I asked the students to use their brains and think about it: "Who else is whose home? Can they learn the sentence patterns in the book and make up their own children's songs? "Nian Nian?" The students answered one after another: The sea is the home of oil, the soil is the home of earthworms, the river is the home of shrimps, and the woods are the home of rabbits... This nursery rhyme may seem childish, but it shows the wisdom of the children. The spark gave them their first taste of the joy of being young writers and inspired students' interest in writing. 4. Look at the illustrations, stimulate thinking, and cultivate composition skills. The textbooks for lower grades are basically equipped with intuitive and vivid pictures, which are easy to stimulate students' thinking.

Looking at pictures and talking and writing is the key content of paper composition training for junior students. It is a composition training that uses certain picture materials and, under the guidance of teachers, expands the picture content and allows students to perform oral descriptions and written descriptions.

Looking at pictures is the basis for writing words, but students in lower grades still lack the ability to observe, especially those who have just entered school. Observing things has no purpose and order, which requires teachers to guide students to see things. Work hard on pictures to let students master the method of reading pictures, so that they can judge the time and place of things by carefully looking at pictures, and understand the main content reflected in the pictures. For example, when teaching the picture "The teacher said he did it right", when guiding students to observe, I asked questions like this to let students imagine: 1. Based on the content in the picture, where do you think things happened? (The first picture is in the classroom, the second picture is in the office) 2. Imagine: In the classroom, what will Xiao Ming think when he looks at the 100 points on his paper? classmates around. 3. An art composition to guide writing in lower grades

[Art composition to guide writing in lower grades] The introduction "New Curriculum Standards" puts forward the following stage goals for writing in lower grades: "On writing If you are interested in talking, write what you want to say, write about the things in your imagination, and write down your understanding and feelings about the things around you. This is a guide to writing essays for lower grade students. ”

Writing is to write down the important things. Write down what you say. Say it as you think, and write as you say it. From one sentence to several sentences, to one paragraph or two paragraphs.

"If you don't accumulate small steps, you can't reach a thousand miles." Take speaking and writing as the starting point for homework training, starting with spoken language, and using spoken language to drive the training of written language; starting with interest, first let students like to write and be happy to write.

In this way, students' ideological burden and psychological pressure on homework can be reduced, and it is also in line with the laws of children's language development. Writing can lay a solid foundation for homework training in the middle and upper grades of primary school and even lifelong writing.

This will gradually give children a colorful sky, allowing them to spread their wings and soar like birds, and use colorful pens to describe a beautiful life. Example Insight Happy Falling Leaves Today, I saw leaves falling from the big trees.

Yeah! The trees are bare and autumn is gone. The fallen leaves are extremely beautiful, some are like butterflies flying in the air, some are like naughty children chasing and racing, and some are like little stars scattered in the sky blinking.

They seem to be saying: "Winter is coming! Winter is coming! Winter snow is coming!" The fallen leaves are so happy! Questions to think about: In the eyes of the young author, the most common scenery in late autumn - fallen leaves, has turned into the spirit of autumn. The young author used his rich imagination to imagine the fallen leaves as butterflies flying, children racing, and stars blinking. He gave ordinary fallen leaves infinite vitality and made people feel the happiness of the fallen leaf elves.

Do you have such a rich imagination? Knowledge Summary How to guide lower grade students to write? To sum up, the following guidance can be roughly provided: 1. Cultivate interest so that students have something to write about. Suhomlinsky said: "All intellectual work depends on interest." The following two methods can be used in teaching. ways to cultivate students’ interests.

(1) Draw and write. Choose an interesting scene and object for students to draw.

For example, I drew a big garden on the blackboard, and then said: "This is the zoo that our class will open to all teachers and students in the school. But what should be in the zoo? Children can use your Do you want to draw it with your little hands and then cut it and paste it in the zoo?” The children will be busy with it. Then ask them to look at the pictures and talk about what animals are in the zoo and what are they doing? Then the teacher asked them to add a beginning (there are so many animals in the zoo) and an end (these animals are so interesting! They are our good friends) to the paragraph, and finally asked the students to write a complete paragraph.

This is their own life, their own observations, and their own creative writing. They will feel extremely happy writing it. (2) Performance and writing.

Some texts in lower grades allow students to participate in the image creation process, enter the role, and experience the thoughts and feelings of the text. When students' thinking is activated and emotions are aroused, students can be guided to practice writing.

For example: After learning "Little Gecko Borrows Its Tail", ask: "Children, when the little gecko sees that he has grown a new tail, who will he tell? What did they say between them?" Then let the students come on stage to give a lecture and perform a performance. After speaking and acting, practice writing.

This not only unleashes their imagination, trains their oral communication skills, but also enables students to write about their true feelings. 2. Guide observation so that students can learn how to cook. As the saying goes: "If you don't know how to observe, you can't write."

Psychological research has found that more than 80% of human knowledge is obtained through visual perception. . If spring comes, take students to the campus to find spring.

The children can’t help but tell their teachers and friends about the spring they found: "The grass has grown." "The grass has poked out its little head."

"Colorful The flowers opened their smiles, and the trees grew new branches and leaves. "Butterflies, bees, and birds are all flying here."

"The children are playing games happily..." When the students observed. When things are limited, you can bring the objects of observation into the classroom and let the students observe and write under the guidance of the teacher. For example, when teaching the lesson "Sitting in a Well and Looking at the Sky", first use the courseware to demonstrate the scenes of a bird and a frog jumping out of the well, and then let them use their imagination to complete the writing exercise of "The frog jumped out of the well and saw...".

3. Carry out activities to make students enjoy writing. Playing is the nature of students. Students can enjoy happiness in activities, and their thinking can be activated in happiness, so that students want to express the activities in language. For example, organize students to play bubble blowing and let students say colorful bubbles in a pleasant atmosphere; play nose drawing games with students and ask students to talk about their inner feelings after being blindfolded in joy; lead students to campus , look for autumn in the park, let students describe the beauty of autumn through observation and discovery... 4. Pay attention to guidance so that students can write. We often encounter such situations in teaching: some students really want to see the beautiful pictures they have observed. I said it, but I didn't know how to say it, or I didn't have good words to describe and express it, so I had to give up.

Here, students undoubtedly raised a question to us: How to enable students to say what they want to say in an organized manner? Therefore, in the process of training students to speak, we should guide students to accumulate some good words and sentences, and appropriately provide students with some methods and sentence patterns for observing speaking, so as to lay the foundation and pave the way for students to "be able to speak" and "be able to write". . 5. Learn to make up fairy tales to enable students to write creatively (1) Make up fairy tales by looking at pictures.

When looking through primary school Chinese textbooks, the exquisite illustrations often make students think about it. The beautiful scenery, colorful flowers, and lively and cute animals are often talked about by students. After studying the text, the teacher may wish to consciously ask students to talk about and write about the beautiful illustrations.

(2) Make up fairy tales with jigsaw puzzles.

The puzzle mentioned here can be a jigsaw puzzle, or it can be playing "Jinshan Painting King" on the computer. Students think while doing the puzzle, and their creativity is fully exerted, and their attention can be sustained and stable, and they can fully To mobilize students' initiative and enthusiasm for learning, the composition for the third grade of primary school is "Art Composition on the Art of Writing in Lower Grades".

In the operation process, all students participate, everyone strives to be the first, and one is the best. 4. Second grade Chinese imitation writing style

Wind is always mysterious and unpredictable. Its appearance sometimes brings people endless happiness, but sometimes it does not.

In spring, the breeze blows slowly through the fields and over the mountains. The tender green grass woke up from sleeping in the ground and slowly stretched its head out of the ground. The small trees sprouted and danced with the wind.

The birds are flying happily in the sky and singing heartily. Feng'er gently caressed my face with his hands. It was soft and very comfortable.

Summer is here, and the weather is always so sultry. People hope that the wind will come soon. But Feng'er became extremely naughty, always playing hide and seek with people.

Finally, there was a hint of wind, but before I had time to be happy, it disappeared without a trace again, and I couldn't find it no matter what. Hey, there's really nothing you can do about it! In the season of autumn, the golden wind also comes.

It brings the joy of harvest, magical colors, refreshing air, and a big paintbrush to dye the leaves yellow and the fields and orchards golden. . Everything becomes golden, giving people a new feeling. Coupled with Feng'er's graceful dancing, it makes people extremely happy.

Winter is coming soon, and the golden world has become a vast expanse of white. The new wind came unceremoniously. It was not as gentle and appropriate as the wind in spring, but came fast and fierce, like a group of hungry tigers roaring from all directions.

It broke off the bare branches. In the north, it drives children home from playing in the snow.

Pedestrians on the street were dressed like cotton bags, hunched over, heads lowered, necks hunched, and walking hard. Not many people went out, and no one seemed to dare to meet Shuo Feng again.

But I think the wind may not mean it. It may be too impatient and looking forward to ushering in the new spring as soon as possible. 5. Looking for spring in the second grade of primary school Chinese (imitation)

The grass has sprouted, is spring coming? Let’s go looking for spring together!

We came to the bamboo forest and found long and thin bamboo shoots. Hi! We discovered spring hair.

We came to the creek and found ice that was thawing. yeah! We discovered the muscles of spring.

We came to the fields and found colorful flowers. ha! We discovered the spring lights.

We came to the pond and found the busy frog mother. ah! We found the spring amphibious tank.

We came to the wide square and found the grass, which turned out to be the messenger of spring; we found the flowers, which turned out to be the color palette of spring; we found the children who were flying kites, and the kites were colorful and colorful. The children talked and laughed, which turned out to be the hope of spring.

It turns out that spring is so beautiful! 6. How to teach lower grade children to write essays

When I went to school in the morning, before entering the school gate, Lele suddenly turned around and said to me, Mom, I haven’t written a diary for a long time. I really want to write a diary today, okay? ? Of course, this is a dream! It was rare for him to have such an elegant mood and think of writing a diary.

So what should I write? It’s early in the morning, the day has just begun, and there seems to be nothing to write. I suggested that he pay more attention to school today and see if there is anything happening in school that he can write about. It would not be too late to write after school. After Lele happily agreed, he walked towards the classroom without looking back, carrying his big schoolbag. go.

Will Lele really keep a diary? What will she write and how will she write it? This day has become very exciting, looking forward to Lele getting out of school soon.

But what I never expected was that after school, a diary article written by Lele almost made me angry! Let me give you a hint first~~ Lele’s school teaches them composition exercises starting from the second grade. I admire the children today. They are only in second grade. How many words can they recognize? But they have begun to learn to write.

I admire the teachers in school even more. Faced with such uneven students in a class, some students with strong ability can read thick text books on their own in the first and second grades, but some children have certain difficulties in reading picture books with few words and many pictures. Difficulty.

It may not be an easy task for teachers to teach this class of children to write. I admired it. Later, when I gradually understood the methods and methods used by school teachers to teach children to do homework, I was not only confused but also disappointed.

At the end of the second semester of the second grade, in order to demonstrate the teaching results of the exercises, the school compiled and printed a selection of outstanding compositions by the students of the school for parents and classmates to read and appreciate. However, after reading through it, I felt uneasy.

Some of the compositions written by senior students are acceptable. And a large part of the so-called compositions in lower grades are actually the same.

Take narratives as an example (in fact, lower grade students can only learn narratives first). I found that most students start with a very general sentence to explain the theme of the article, and then start the second paragraph. Two words are the first.

The third paragraph is the continuation.

The fourth paragraph is then, and the first two words of the last paragraph are last.

I have never seen with my own eyes how the teacher got these ignorant children to start writing articles. However, when I read this article with the same beginning and end, the same format, and the same paragraphs.

My heart is full of worries. It suddenly occurred to me that every morning, as soon as Lele and all his classmates entered the school, they were immediately required to follow the thick and eye-catching yellow signs painted on the ground and go up the stairs to the classroom.

If there is no other special reason, the teacher will not allow the children to leave this line and enter the classroom after entering the school gate. This may be a very effective way to manage students, so that students who enter the campus in the morning can get to their places efficiently in the shortest possible time.

But in my opinion, today, it suddenly occurred to me that this line is so similar to their composition! Walking from one end of the line to the other end can produce a well-behaved and good student who is just like everyone else, but it lacks the liveliness and spirituality of a child; the beautiful and gorgeous articles that may be taught from this line are exactly the same. See No personality and creativity. This seems to be an unchanging production line.

Having said that, teachers have already contributed a lot to the fact that children of a certain age can write articles. It’s not easy to think about teachers either.

In fact, it is not just Lele’s school that teaches composition this way, most schools in Hong Kong also do this, because the teaching materials in many schools are the same (of course, there are also a few public or Private schools have more autonomy). Such is the general environment.

Children can only rely on themselves for their ability to write essays. Next, I would like to first select and post a few of Lele's compositions in school (mostly written by the age of 6 and a half to 7 and a half years old). Obviously, some of Lele's articles also contain the same "first" as other students. The pattern of "then", "then", and "finally".

But after reading it carefully, you can still find the innocent childlike innocence. I think that in the long days to come as Lele learns to write essays, there will be battles to defend innocence one after another.

And I will fight side by side with Lele. The days are long, so we can only wait and see~~.