First, establish a correct concept of composition teaching
1, to further clarify the nature of primary school students' compositions. The essence of primary school students' composition is to practice calligraphy, to exercise, not to create. According to the curriculum standard, write sentences and words in the lower grades and do exercises in the upper grades. Composition is not mysterious at all. As long as you can speak and write, you can write articles. Gao Yubao, Gorky and others wrote masterpieces without much education, which is proof. "Writing is writing with a pen", "I write my mouth, I write my heart". Composition is the need of life. It is not an ornament or decoration, but life itself. Writing "has become an indispensable article in life like food, clothing, housing and transportation", which can enrich and enrich life. If we make clear the nature of primary school students' compositions, we will not be too demanding and eager for success, nor will we let all students' homework be compared with "excellent compositions".
2. Pay attention to stimulate interest in homework and change "I want to write" to "I want to write". "Interest is the best teacher." Suhomlinski said. As far as talent is concerned, every child is a poet. As long as he "opens the source of creation" in teaching methods, he can make the poet's strings emit wonderful music. When writing sentences and words from the lower grades, it is necessary to stimulate interest, so that every student has a desire, an impulse and a longing mentality when practicing writing. In this way, writing words and practicing becomes a pleasure, not a burden. Teachers of all ages should attach importance to stimulating students' interest in homework and try their best to keep it for a long time. This is what teachers often do.
Obviously, truth-seeking and honesty are the most important composition requirements. Seeking truth means practicing "sincerity", telling the truth, saying your own words, and not telling lies, empty words or adult words; Honesty means "speaking your own words honestly", being honest and seeking truth from facts. Only "sincerity in the heart" can "appearance in the heart". If you are sincere, you can tell the truth and tell the truth. This is not only a question of composition, but also a question of being a man. Through composition teaching, we should not only teach composition, but also teach life, constantly improve students' composition ability and attach importance to the guidance of correct values. For primary school students, if they want to be true and sincere, they must have composition content. The source of composition is running water, which is a full and vivid life. "Ask where the canal is so clear, because there is a source of living water." Don't make things up, don't take the "five-test"-pushing a cart, holding a child, guiding the blind, taking tickets, and giving up your seat easily. You have to live, throw yourself into real life, open up the source of life, live with your heart, be good at observing, be diligent in thinking, and constantly discover-there is no shortage of beautiful things in the world, but an eye that is good at discovering.
Writing is a skill, and the formation of skills depends on training. Writing is a skill, not knowledge, and it is useless to talk about articles. We must work hard and be less bound, so that students can write freely and write what they want in their own language and ideas. It is impossible to form a strong writing ability by infiltrating writing practice into reading teaching, learning in various subjects and daily life only by writing several times a semester. Writing is still a habit, and the cultivation of habits depends on experience. Once you have developed all kinds of good writing habits, you must have strong writing ability. Therefore, teachers should take habit cultivation as an important task in composition teaching, which runs through the whole process of composition teaching. According to the requirements of different grades, teachers of all grades pay attention to the cultivation of the following habits: the habit of diligent observation and experience, the habit of accumulating life materials and language materials, the habit of thinking clearly before writing, the habit of diligent reading and willing to write, the habit of modifying their own compositions and standardizing the habit of neat writing.
5. Establish the idea that "writing is based on reading". The root of writing ability is reading ability. Reading is the basis of writing. "Study hard and relax your composition." First, "how to write" is mostly learned from reading. With the example of this text, students can draw inferences from one example to another, not only constantly mastering the skills of reading, but also constantly acquiring the skills of writing. Writing in words is often stretched, and reading can promote writing, thus broadening one's horizons. The second is to say "thick accumulation and thin hair." It is necessary to strengthen and improve reading teaching, attach importance to reading while understanding and writing while reading, and embody the combination of reading and writing; We should also strengthen extracurricular reading, read good books and complete books, broaden our horizons, enrich our knowledge, raise our awareness and increase the accumulation of culture and language. "Reading is like a million volumes, and writing is like a god." Diligent reading and extensive reading will certainly promote the improvement of writing ability.
In a word, composition teaching should embody the ideas of happy composition, bold composition, life composition and personalized composition.
Second, composition training from writing sentences, writing words to writing fragments to writing a composition, from easy to difficult, step by step.
The lower grades mainly practice writing sentences and words. Including: writing sentences with learned words; Write a few words after observing simple things or pictures; Use sentences (or simple pictures) to express what you see and hear, your feelings or blessings (such as homemade greeting cards); Can write notes (such as information) and keep simple diaries. The most important thing for junior students is that they are interested in writing and are willing to express their understanding and feelings about things around them through writing. When did primary school students start writing sentences and words? According to the arrangement of teaching materials and the reality of students, as long as students have this desire, they should actively guide them (some first-year students in the experimental area began to write more than a month after entering school; Keep a diary since the second grade).
The middle grade focuses on guiding students to write down their experiences, feelings and imagination in an informal way. Besides the practice of writing fragments in general, we should also pay attention to the practice of sketching, fairy tales and letters. Sketch is the basic skill of writing factual composition, which can cultivate the ability of observing things and describing things in words. Junior and middle school students are naive and imaginative. They like reading fairy tales, and are also interested in making them up and telling them. In terms of cultivating imagination writing ability, junior students can practice making up and telling fairy tales, and middle school students can further practice writing fairy tales. In practical writing, middle school students should learn to write letters, and encourage students to make friends and communicate with others through letters.
Senior students are required to write simple factual and imaginary compositions and common practical articles. In the goal of "comprehensive learning", they are also required to write simple research reports.
Third, the ability to observe, think and express should be cultivated together.
Homework must first have content, many of which come from life and need to be discovered through observation; With the content, if you want to write a good composition, you must carefully sort out and organize the materials, and you must figure out which to write first, which to write later, which to write in detail, which to write briefly, where to tell the truth and where to make the finishing point; With a "score" in mind, it depends on the efforts of language expression if you want to finally write a good composition. Therefore, observation, thinking and expression should not be ignored in composition teaching at ordinary times, and the three should be combined for training. As Ye Lao said, "In real life, it is a preparation to develop the habit of accurate observation and careful understanding." "It is also an effort to develop the habit of reasoning and judgment." "Another effort is to cultivate correct language habits." Ye Lao stressed here that if you want to write an article well, you must have keen observation, careful thinking and strong language expression ability.
Let's talk about cultivating observation ability first. Whoever has strong observation ability and is good at discovering will have inexhaustible composition materials. Ye Lao emphasized the importance of observation for writing a good composition. He said, "Beginners, especially those who want to work hard, must cultivate their observation ability." First, we should cultivate the ability of careful observation. Pupils' ability to observe carefully is not strong, so they should be carefully cultivated. Second, we should cultivate the ability to observe in a certain order. Third, we should cultivate the ability to grasp characteristics and observe things. Fourth, we should cultivate the habit of loving life, doing it with heart and observing things around us. Always keep the things around you fresh: you can see what others don't; Others know a general idea, and they observe it carefully; Every time you observe the same thing, you will find something new. Keeping an observation diary (fixed observation, walking observation and continuous observation) is a good way to improve observation ability. A primary school student learned the text "Little Gecko Borrows Tail", so he caught a Gecko and put it in a closed container, and observed it every day. A few days later, he found the gecko eating its own tail. The student kept an observation diary according to the findings in the observation.
In addition, cultivate thinking ability. Ye Lao said: Writing is nothing more than thinking. Good articles are not written, but imagined. It can be seen that conception is important for composition. Think, think about what? Nothing more than thinking about why to write (the main idea of the article); What to write and what not to write (article content); Which to write first, which to write later (narrative order); How to write (language and expression). The process of thinking is the process of thinking with thoughts, language and words, which is also called "writing with heart". When you understand it, you can often write it down in one go. Training pupils to "think" can guide them to draw up an outline and help them think more clearly, comprehensively and systematically.
Finally, cultivate the ability of expression. Here mainly refers to the expressive force of language. This depends on the accumulation of two aspects: one is the accumulation of language materials, and the other is the accumulation of language paradigms. Be sure to read more and recite more, and also give students "enlightenment" in reading inside and outside class. Thick accumulation and thin hair. Read more, recite more and practice more, and students' ability to express content in words will surely become stronger and stronger.
Fourth, the composition guidance starts with the content, and the composition evaluation focuses on the motivation.
Let's talk about composition guidance first. In the past, after the topic of composition came out, the emphasis was on writing, and then students were allowed to deduct the topic according to the law, which restricted students' initiative and creativity.
If composition guidance can stimulate students' interest in writing and make everyone have something to write and be eager to try, it will be a great success. As for the writing method, it is not suitable for indoctrination, and it is more effective to guide while doing.
In the composition guidance class, the first thing to do is to stimulate interest and open up new ideas. Zankov said: "Only in the atmosphere where students are in high spirits, constantly demanding upward, and want to express their unique ideas, those thoughts, feelings and words that enrich children's compositions can be produced." The best way to open your mind is for the teacher to guide the students to talk freely about what can be written in this exercise, so that each student can find what he particularly wants to write.
Next, we should further guide students to think about what to write around the content of this exercise. It is better to have new contents, new angles and new understandings. For example, many students have written exercises such as "introducing themselves". Can we guide students to think about their different performances at school and at home from another angle, write "two Ones" with dual personalities, touch their inner world, write a real me, and urge them to be good students at school and children at home? For another example, when primary school students in China write such a composition as My Dad and My Mom, they often think about it and write it, scratching their heads behind closed doors. Can you learn from foreign countries and ask students to interview people who are closely related to their parents: their parents, relatives and colleagues, and get first-hand materials before writing exercises? The composition written in this way is more specific and true.
Writing guidance, we must start with the content, first solve the problem of what to write, open our minds and let everyone find what they want to write and what they want to write. First, talking about writing or using model essays and examples to clear the way is easy to bind students. At the beginning, students should be "free" and feel that there is a lot to write. Teachers should guide students to choose the most interesting, useful and familiar content to write. Just like a toddler walking on his own, "although he supports carefully, he never forgets to let go." As for the question of how to write, it permeates the process of opening your mind and choosing the content to be written, and guides you in the process of writing and exchanging drafts. It is nothing more than whether the purpose of the exercise is clear, whether the content is specific, whether the order is clear, whether the words and expressions are appropriate, and whether the real feelings are expressed.
How to coach children's composition
Children are children, children have their own world, children have their own language, and children have their own views on problems. The world in children's eyes is invisible to adults and colorful. Therefore, although the evaluation of primary school students' compositions may vary from person to person, don't forget that we are faced with a group of children who have no worries or worries and can only bow their heads. To evaluate a pupil's composition, we should look at whether the article he wrote is "true" from the child's point of view. The so-called "truth" means telling the truth, telling stories and expressing the true feelings.
Composition comes from life, and every little thing and feeling in life is a good composition material.
1, tell the truth, "a truth".
A child has his own language, and he will not choose and avoid it from the perspective of adults. Their joy, anger, sadness and joy will be written on paper without disguise: "I have a thorn in my hand and I am crying with pain." "I like potatoes best." From these, you can obviously feel the innocence of children. Don't you think it's killing innocence if you force him to write about how strong he is and change "potato" into "potato"? Therefore, although the language in the text is not beautiful, although there is no rhetorical method in the text, as long as it is true, it is a good article. Encouraging students to write stories is also educating students to be honest.
2, photos, "Every sentence is sincere."
Talking to students about their compositions, they all said, "There is really nothing to write." Yes, I didn't find my wallet on the road, I didn't meet a drowning child, I didn't catch up with my grandfather's cart, I didn't meet a blind man crossing the road ... I didn't meet a "meaningful" thing, and I really didn't know what to write. However, in our life, there are not so many earth-shattering events, but some trivial things. A song sings: "Plain" is the truth. Only by writing about ordinary things that happen around you can the composition be flesh and blood. Not only should you write well, but you can also write about some bad phenomena. As long as you don't make trouble with your heart and don't want to ruin anyone, those small fragments in your life: friendship between classmates, contradictions, games between classes, and losing your temper because your requirements are not met … can all be written in your composition. Because it is my own personal experience and personal feelings, I have something to say and write. Although the article is full of innocence and childishness, we realize that we have seen a shining childlike innocence. A group of primary school students forced them to write "earth-shattering, crying ghosts and gods" articles, isn't it a plunder of nature?
3. Express true feelings, "I write my heart by hand."
Primary school students are simple, naive and even ignorant. They are often whimsical and reflected in their works. They are often in high spirits because they are praised by teachers, and they also cry because they are misunderstood. These reflect the "feelings" of students, which are faint and pure. This kind of feeling flows naturally between the lines, which is the true feeling of students. Didn't you insist that they "love to death and hate to gnash their teeth"?
If these three "truthfulness" are taken as the principles for evaluating primary school students' compositions, then students will never worry about "nothing to say or write" or read "topics" again. This not only solves the problem of students' "what to write", but also narrows the distance between students and composition, making them clearly feel that composition is around and not "inscrutable", thus stimulating their desire for composition, driving away this "heart disease" and this "devil" who should not be the devil, and clearing the way for Chinese learning.
Composition is the product of students' conscious activities and the subject. Whether it is a factual narrative of real life or a lyrical discussion, fundamentally speaking, it can only come from the external and internal stimulation of life, thus stimulating the desire to talk, the motivation to write and the enthusiasm for creative expression, and gaining lasting motivation. However, strong interest is a benign and powerful source of stimulation and motivation for composition. Judging from the actual situation of Chinese teaching in primary schools, students' interest in composition shows a rather obvious cold trend. Many people think it is a kind of "hard work" because they hate and are afraid of writing, resulting in a kind of depressed psychology of talking about "writing". Only a few people have a strong interest in writing and regard it as happiness.
I made a survey on students' interest in writing, and the results showed that 30% of the students were "very disgusted" with writing. These students gave up writing exercises subjectively, perfunctory and had negative emotions. 25% are "not interested" in composition, and these students write their compositions solely to cope with exams and lack the initiative to practice; 25% of them are "a little interested" in composition. Most of these students love reading after class. In addition to writing in class, they also practice writing after class. Students who are interested in composition account for 20%. These students like to observe things, think about problems, often practice writing, and their compositions have won many awards. This sharp contrast shows that interest is the internal source of writing enthusiasm. As long as students are interested in writing, they will have a good impression and love for writing, pay attention to all kinds of things, actively accumulate writing materials, consciously and diligently absorb the essence of model essays and apply them to their own practice, thus gradually developing and improving their writing ability. Therefore, teachers should make full use of interest in composition teaching to improve teaching quality and effect.
In order to actively cultivate students' interest in writing, we must first explore the reasons for the current lack of interest in writing, so as to adopt corresponding teaching strategies. Analysis of the reasons, mainly in the following aspects:
First, the perceptual process of primary school students obtaining composition materials is not perfect.
How do things enter the portal of the human brain through perception-information and become the composition material of primary school students? Do an experimental analysis first. Let the students bring all kinds of small animal toys and dolls, and have an observation, imagination and composition training on the campus lawn. In this training, the teacher asked the students to observe the dolls and small animal toys brought, master their respective characteristics, consider the relationship between them and make up fairy tales. If students express themselves in words after observation, there will be too straightforward, unclear and single-form understanding. How can things enter the portal of the brain through perception-information, become the composition material of primary school students and enter beautiful fairy tales?
Psychological research tells us that generally speaking, this process needs to go through three steps.
The first step: "intake".
The external attributes of things have the intuitive characteristics of seeing, hearing and touching. People accept it directly and quickly through their senses. A large amount of information stimulates people's senses, and the senses convert it into bioelectric pulses, which are input into the center through nerve conduction and finally projected to the cerebral cortex.
This first step can be inferred from the speeches of several students. For example, a male student who observed a teddy bear first got "brown hair and chubby." Big head, big ears, dripping eyes, thick limbs and so on. A female student who made up fairy tales first noticed the expression of teddy bears, the yellow dynamics of puppies and the beautiful appearance of poodles.
The second step in the psychological process of obtaining composition materials is "overprinting".
After all kinds of information of things enter the brain through various senses, it will inevitably arouse similar experiences that have been perceived. The brain arranges and combines all kinds of information provided by the senses to produce a direct image, which is superimposed with the representation in the past experience to form a new and complete representation. For example, the teddy bear mentioned just now, with brown hair, big head, ears, thick limbs, front, back, side and other information, enters the brain of male students through visual senses, and is sorted, combined and overprinted into a complete toy animal image by the brain.
What kind of animal is this? What kind of personality and skills does it have? Therefore, the brain compares this perceived image with similar experiences it perceives, thus recognizing that it is a bear. Then there are all kinds of representations left in the brain by bears seen in different places in the past-bears in zoos, bears in pictures, bears in fairy tales and so on. Overlay it with the image of this teddy bear. At this time, the reappearance of this teddy bear in his mind is not completely like an objective thing, just sitting there in a constant posture and way, but changing, from front to back, sometimes pulling trees, sometimes pushing carts, a brand-new, complete and vivid imaginary image.
The third step for objective things to become composition materials through perception is "screening".
What materials should be used as composition materials? She deliberates, compares and chooses. Around the expression center, she focused on the round and happy expression of the big bear, the dynamic expression of the puppy Huang Huang, the quiet and happy expressions of the puppy Feifei, the curly dog Jinjin and the little black bear Beibei, and made up an interesting fairy tale.
This requires the author to be good at screening. What I just said is a situation in screening. In the process of perceiving things, the author actively screens them.
As an objective thing, through perception-screening, it becomes the third step of composition materials, and there is another situation that naturally exists.
Psychological experiments have proved that at the moment when the senses are separated from specific things, the impression of this thing in the human brain immediately begins to fade, and some of it loses its original richness and distinctiveness. With the passage of time, this image is inevitably eliminated and obscured by forgetting, but at the same time it is reflected and dyed by the new image, thus a series of changes have taken place. Some things or some aspects of things may be weakened, diluted and disappeared, while others or some aspects of things may be strengthened, concentrated and highlighted, and stored in the memory system for a long time, becoming the composition materials in stock.
In other words, perception and observation are not only the first step to obtain composition materials, but also directly affect the effect of memory, which is so important.
Second, the goal is too high and students are frustrated.
Composition teaching is inseparable from knowledge base and understanding level, which are synchronous development and gradual integration. At present, there are still many teachers who are not clear about the purpose of composition teaching. They often follow the baton of exams and emphasize "short-term benefits". It is very common that composition teaching is overstretched and stretched. For example, some schools require propositional composition in the third grade and "all aspects" in the senior grade. In the instruction of composition teaching, there are some phenomena such as blindness, over-high, arduousness and over-demanding in the evaluation of students' homework, which makes students feel that writing is "unattainable" and seriously affects the due effect of composition teaching. In the long run, students' mood of learning composition will be dampened, become negative and bored, and lose interest in composition.
Third, closed teaching, composition divorced from students' real life.
In composition teaching, many teachers imitate the old closed teaching mode, mostly give priority to the guidance of propositional composition, pay more attention to form than content, and get used to the writing methods of teachers and students, which leads to the shortage of students' "drawing inferences from one example to another". Such a composition teaching mode that does not take students' life as the starting point is tantamount to "building a car behind closed doors". Such students are ordered to write, their thoughts are bound and their personality is restricted. Students follow the trend and obey orders around the selected excellent compositions and the teacher's baton. Whether it is the idea of material selection, the structure of arrangement or the characteristics of language, they are always careful not to cross the line. Writing has become a passive water, with no taste of life and no interest of children, which leads to students' rigid thinking mode and mechanical thinking pattern. Of course, I am not interested in writing. Composition teaching should be people-oriented, open the form of composition, adopt the way of making independent propositions within the prescribed scope, and give full play to students' initiative.
Fourth, without timely encouragement, students lose confidence.
Students study writing very hard, but once they are interested, they will "enjoy it" and study happily, thus generating initiative and enthusiasm and finding the golden key to composition. If the teacher criticizes the students' homework, or makes them feel that they can't express their feelings and desires with their own understanding and imagination, many negative experiences will develop into aversion to composition, and some skills they have mastered will fade away on their own. Especially some students with poor level are afraid of the composition itself. If the teacher does not give them confidence, it will be even worse, resulting in rebellious psychology and inferiority complex.
Fifth, the lack of feedback and communication in marking can not arouse students' enthusiasm for writing.
Every time a student writes a composition and gives it to the teacher, it seems that he has completed the task. Whether it's good or not, they won't modify it again. Most teachers just mark the handed-in composition, write a few comments and send them back to the students, even if the composition teaching is over. When students face a single reader of composition-the teacher, the feedback they get is not only a score and some ambiguous comments. Of course, it can't arouse their interest in composition, and it is impossible to achieve good results in every composition teaching. According to the above reasons, we should take some corresponding measures in composition teaching to eliminate students' fear of composition and stimulate their writing enthusiasm.
(A) let students write in real needs.
Need is an emotional and psychological need of the subject, and a desire to seek psychological balance or express certain emotions. According to psychology, need is the basis of motivation. When objective things can meet this need, this need accompanied by pressure will prompt people to take action and become an effective motivation. Therefore, composition teaching should strive to make students clear the purpose and significance of composition training, and make them feel that writing is really the need of study, life and exchange of ideas, thus generating strong and stable writing motivation. This purpose education should conform to the characteristics of students' psychological development, be vivid, concrete and infectious, so that it can be easily accepted by students and students can actively write.
(B) the goal is suitable for mobilizing positive emotions.
In teaching, using students' positive emotions can be regarded as a good behavior, which can promote students' development towards success. Teachers should set practical composition teaching objectives according to the actual situation of students' age characteristics, cognitive level and writing ability. In teaching activities, teachers and students should open their hearts, communicate with each other, learn from each other's strong points, trust students, encourage students to enhance their self-esteem and self-confidence in writing, and promote their writing mood to be in the best state. Attention should be paid to students' psychology of emphasizing scores. When grading students, students' writing level should be analyzed in detail, and the grading criteria should vary from person to person. For students with good writing foundation, we should urge them to develop towards higher goals. For students with poor writing foundation, we should lower the requirements and compare them before and after, so as to mobilize the poor students to write every composition well. Try to create a relaxed writing atmosphere for students and gradually eliminate the pressure of students' composition.
(3) Broaden channels to attract living water from the source.
The interest in writing comes from life. If students have a rich life, are exposed to many things, are knowledgeable and broad-minded, their feelings will be profound, and they will find both when writing a composition. Therefore, teachers should guide students to observe life and understand things purposefully and in a planned way. Pay attention to students' reality, carry out colorful second-class activities, organize students to participate in speech contests, and encourage students to write proposals and broadcast drafts. Let them taste the fun of writing in practice. Regular information exchange meetings are held in the class to let students exchange their feelings about the information collected by everyone, so as to expand the effect of the activity, let everyone get all the information, make them feel that they are "particular about everything" and write exercises with a strong flavor of life.
(d) Create opportunities for success and gain successful experience.
Psychological research shows that success motivation can stimulate people's spirit of struggle, and success is the pillar of interests. Therefore, in composition teaching, teachers should try their best to create successful opportunities for students' compositions, encourage and help students to gain successful experiences, and strengthen their interest in learning with satisfactory results. We should fully explore and capture the success and highlights of each composition and affirm it in time. Students' compositions can't be perfect, but they can't be worthless. "Dozens are not as good as winning a long prize". The teacher's evaluation is very important to the students. A little success will arouse students' psychological excitement and arouse their joy. Only in this way can the enthusiasm of most students, especially poor students, be aroused. If students can't always experience the pleasure of success in composition training, they will have anxiety and inferiority, thus losing interest in learning composition.
(5) Bilateral error correction and increased feedback exchange.
After the students' compositions are finished, teachers and students can exchange and revise them to increase their interest in the compositions. After the composition book is collected, or the teacher will probably correct it first, point out some obvious shortcomings, and then let the students seriously correct it and consider whether the words are appropriate. Or students correct each other first, and then the teacher checks and scores, and communicates in two directions. Teachers will make individual and collective comments on the problems in communication. Doing so is of great benefit to the whole class. Everyone has to go through a complicated and meticulous thinking process, such as whether the words and sentences are reasonable and accurate, whether the language is vivid and vivid, whether the reasoning is logical and so on. And they have to use their brains to analyze and reason, and then make judgments and modify them one by one. Moreover, students who don't write well may learn methods and be inspired to rewrite good compositions; Students who write well will also learn from those who write poorly. Every time you change each other, it is tantamount to an observation and communication. For some good compositions, they can be published in schools, classes, blackboard newspapers and school magazines, which can expand the readers of the compositions, stimulate students' competitive psychology and enhance their sense of participation in writing.