A good method of composition teaching in grade three

First, cultivate students' observation ability

Observation is the first step for people to know things. If students lack intuitive and perceptual knowledge of things around them, it is undoubtedly difficult to describe and comment on them. For the third-grade pupils, the main way to know the world is observation. Only by touching things personally and observing things carefully can we get real, profound and meticulous first-hand information, so that there is something to write when writing, and the articles written are more real and vivid. Therefore, composition teaching should focus on cultivating students' observation ability and guiding students to be conscientious in life. For example, when learning to describe a fruit, students can look at the pictures of pomegranate garden when learning the text "Pomegranate", so that students can have an intuitive understanding of the growth process and scene of pomegranate, and have a perceptual understanding of the color, shape and form of pomegranate flowers, and take out physical objects for students to observe, taste and deepen their impressions. This is not only conducive to students' understanding of the text, but also enables students to master the method of describing a fruit in a subtle way. When it comes to formal writing, it is easier for students to take out their favorite fruits and let them talk about what they should observe. At this time, teachers should strike while the iron is hot and guide students to observe and understand the shape, color, taste, eating method and so on of fruit in an orderly way. Stimulate students' interest in observation, and make them understand the importance of observation, and gradually develop the good habit of careful observation. Students have accumulated a lot of materials through observation, so writing a composition will not be difficult.

Second, to stimulate students' imaginative thinking

Rich imagination is the inexhaustible source of writing a good composition. In composition teaching, besides cultivating students' observation ability, it is also important to stimulate students' imaginative thinking. In the teaching process, teachers should always create situations to stimulate students' imagination, stimulate students' imaginative thinking and cultivate students' imaginative creativity. For example, Exercise 7 writes fairy tales with toys. Teachers can use courseware to show many lovely toys and animations to arouse students' interest. Let the students cooperate in groups, build relationships for some toys, make up stories and dialogues ... Students inspire each other and complement each other in cooperation and exchange, so that their imagination will be more full and vivid until a complete fairy tale is written. In this case, students get the opportunity to study independently and fully express themselves. With the space of free imagination, imaginative thinking is triggered and exercised, and their interest in writing is also improved. Their compositions are also more substantial and vivid.

Third, encourage students to accumulate language independently.

"If you don't accumulate steps, you won't reach a thousand miles", and the accumulation of quantity may bring about qualitative improvement. Students can't write good compositions without a lot of language accumulation. However, most students in Grade Three lack consciousness. Only constant encouragement and supervision can help them accumulate language and improve their language reserves. Students can be arranged to extract good words and sentences every day and check them regularly. Introduce some famous sayings, ancient poems and children's poems to students after class, so that students can read and learn to use them. In class and team class, sports activity class and rest assured class, interesting and beneficial activities such as reading exchange, recitation contest, literary knowledge contest and idioms solitaire are carried out to improve students' self-consciously accumulated interest and enthusiasm and deepen their impression on the language itself and its application. In addition to asking students to do more extracurricular reading, we should also urge them to develop good conscious study habits, understand and accumulate from life, and guide them to master more learning methods. For example, look up information from the internet, do experiments, consult others, observe carefully when traveling or going out, and take notes. This not only enriches students' knowledge, but also helps them to obtain real, vivid and unforgettable materials. In this way, after long-term accumulation and internalization, the language database of students' writing is constantly enriched and improved, the obstacles encountered in writing will be greatly reduced, and the composition will be vivid.

When students have interest and desire in writing, how to guide them to write a composition and learn to write a composition has become a crucial task.

First of all, primary school students in Grade Three are new to writing, so it is very important to help them build up their confidence in writing. Therefore, the proposition scope of writing should be relatively broad, and students should be given the greatest freedom to play. If there are too many restrictions, students' fear will be more serious, and the articles written will be empty and lack of vitality. Teachers should choose suitable topics according to the overall characteristics of students in the class, develop students' writing potential, and make students feel that they have something to write. Teachers can give more topics such as "I think _ _" and "a little thing", so that students have more choices and more materials to choose from, so that they feel that writing is not too difficult and gradually build up their confidence in writing. In addition, students' writing level is not high when they are beginners. When correcting a composition, teachers should be good at finding the bright spots in the text, encouraging and praising more, thus enhancing students' confidence and interest in writing.

Secondly, students have accumulated a certain amount of life, and teachers should guide them to dig out suitable writing materials. Students spend most of their time at school and at home, and there are not many opportunities to contact the outside world. Therefore, when guiding writing, teachers should be good at leading students to experience according to their existing life experience, dig deep into the theme, create situations for students, move students' lives into the classroom, interpret wonderful fragments, give students real feelings, guide students to experience life and dig up materials. For example, when describing autumn scenery, teachers can induce students to talk about their autumn outing and autumn practice activities, help them recall the scenery they have seen and have an intuitive understanding, and then guide them to master the basic ideas, methods, good words and sentences of describing the scenery through mutual discussion and exchange and teacher's explanation. In this way, students can quickly extract materials and write more realistic articles.

Third, "Emotion moves with things, and words and expressions" make sentimental compositions rich and meaningful. Teachers should also be good at stimulating students' creative emotions. Teachers should stand on the students' point of view, approach their lives and understand their personality characteristics, hobbies, confusion and so on. For example, you can write a composition topic, such as "talk about my heart" or "what I want to say most", so that students can talk about their emotions, grievances, suggestions and feelings ... and stimulate their desire, need and enthusiasm for communication. Every composition should guide students to truly express their feelings and writing. Sometimes teachers can use students' doubts or curiosity to finish a composition. For example, after learning three bags of wheat, students find it not difficult to write fairy tales. Many people are eager to try. Students can adapt the text or continue to write the text. The composition written in this way is vivid and emotional.

In addition, the revision of the composition is also very important. Teachers should guide students to form a good habit of revising drafts, explain some key points and methods of revision according to the situation of each composition, and gradually guide students to learn to revise their compositions and improve their literary talent. Writing ability is a part of Chinese literacy. Writing teaching should start from the perspective of improving students' Chinese literacy, be close to students' reality, find a suitable writing method, let students pay attention to reality, love life, express their unique feelings in their compositions, and write beautiful and vivid articles. This is an important and challenging teaching task, which requires teachers to explore, practice and innovate constantly. )