First, we should pay attention to the transition from junior oral composition to junior written composition. In reality, many teachers keep telling students: "If you want to write a composition in grade three, you must study hard!" But this virtually exaggerates the difficulty of writing. Our teacher always "has a higher heart than the sky". From the very beginning, he was too demanding of his students, finding fault with them and scolding them blindly, which made them afraid of teachers and lost interest in composition. So it's too much, which is very important. We should actively create conditions to maintain interest in composition, which can lay a foundation for students' future composition study.

Second, pay attention to the infiltration of interesting factors in composition teaching, slow down the slope and mobilize students' enthusiasm for learning composition. Import methods should be varied, such as:

1. story-based import. In view of the characteristics of third-grade students' love of listening to stories, I told the students as soon as I attended the composition class that writing was to write down the general contents of what I heard, and then the teacher told a short story. The students listened attentively, smiled happily, then asked several students to repeat it, and finally wrote separately, so that everyone felt more comfortable. When correcting, as long as the story is complete and there are not many typos, students will be rated as "excellent" and let them taste the joy of success.

2. Active import. According to the energetic and curious characteristics of junior three students, the teacher first selects small productions, small experiments, small games or extracurricular activities that everyone can do, so that everyone can participate, and then let the students discuss with their own practice, and finally write them down with emphasis, so that students are not only interested, but also have something to write about, and the effect is good.

3. situational import. It is to create a certain situation for the school, let students play their imagination, and thus stimulate students' desire to express. Before writing, use recording, video recording, projection and other means to create situations, and provide students with shapes, sounds, colors and novel and intuitive images, such as playing some cartoons, idiom stories or activity videos. Guide students to listen, watch, speak, discuss, write and think, and stimulate students' interest in writing. When commenting, you can record some good words, sentences and paragraphs, which will not only help students write, but also fully mobilize the enthusiasm of most students.

Third, pay attention to the proposition, and choose materials according to the students' reality. According to pupils' psychological and cognitive abilities, only by writing about people and things they are familiar with can they "write and talk" and express their "true feelings". Therefore, in the proposition and material selection, we should try our best to be close to the familiar life of primary school students, and write about the real people and things that they are familiar with, easy to understand and interested in, so as to be true, concrete and vivid, and to be "free from lies and empty words". In addition, you can't "repeat the same old tune". Writing "a meaningful thing" today and "an impressive thing" tomorrow will make students feel bored for a long time, which will virtually weaken their interest in composition.

Fourth, focus on evaluation should be based on incentives. Pupils are interested in things that can bring happiness and success, and they also play an incentive role in their hearts, so they will be more concerned about this matter and want to try again, hoping to improve themselves. Therefore, we should try our best to use every opportunity to stimulate students' bright spots, affirm their little progress and give them more successful experiences. For example: excellent composition exhibition, recommendation and publication, contribution to campus radio station, model essay reading, selection of good words, sentences and paragraphs in learning garden, etc. In addition, I also borrowed a new grading method-"secondary grading method". The practice is: each student prepares two composition books, one for practice, and the teacher corrects them and puts forward suggestions for revision. After meeting the requirements of qualified composition, the teacher will add points on the original basis, and then copy them in another composition book (that is, personal excellent composition book). Most students can get high marks, and many of them have to exceed full marks. This not only effectively changed the students' fear and weariness of writing, but also mobilized the students' enthusiasm for review, changed the appearance that students only looked at the scores instead of the texts in the past, and effectively reduced the ineffective work of teachers in correcting compositions.