How to improve students' writing level by practicing writing with learning plans?

First, imitate writing-imitate the text and accumulate language.

Children are born with imitation ability, and imitation writing is an effective training form and a bridge from reading to independent writing. A famous writer once said, "Just as speaking begins with imitation, composition begins with imitation." Imitation is actually a handle for children who can't find words at the moment, and it is also a new challenge for children who have certain language organization and application ability. You can make further demands on yourself by comparing the original text.

For example, the lesson "Kingfisher" describes: "Kingfisher is very bright in color. Feathers on the head are like olive headscarves, embroidered with emerald patterns. The feathers on the back are like a light green coat. The feathers on the abdomen are like auburn shirts. " Kingfisher's appearance and color characteristics are very vivid, so we designed a small exercise pen and arranged a copywriting assignment: let students choose a small animal they like and introduce its shape to everyone. The students spoke freely and the atmosphere was warm. They observe carefully and write vividly. Children turn silent written language into spoken language, unfamiliar language into familiar language, and gradually feel the connotation of language and the exquisiteness of words and sentences in articles, thus accumulating a lot of language materials and applying them to their own practice.

Guiding imitation writing is an important way and training form for primary school students' composition. The purpose of this kind of imitation writing is very clear, that is, to ask students to copy the same content under the accumulation of rich sense of language according to the practice language of gourd painting, so as to reduce the difficulty of writing. Students can transfer the training points in the text through the process of learning, imitating, thinking and practicing, so that students can consciously use the accumulated language, making them happy to express and easy to write.

Second, fill in the blanks-fill in the blanks and let your imagination fly.

There are many texts in primary school Chinese textbooks, some of which are short or leave room for narrative description. The blank points of these articles provide students with space for imagination and thinking, and also provide excellent opportunities for students' writing training. We should make full use of these blank points in reading teaching, create teaching situations, let students have sufficient imagination space, let their association enthusiasm soar, and let their imagination wings spread.

For example, in the text of Goddess of Mending Heaven, the part about Nu Wa looking for colored stones only describes how Nu Wa was busy for several days and nights, but does not describe how Nu Wa found it. So I asked the students to give full play to their unique imagination according to the characteristics of fairy tales and write a few words: "Where is Nu Wa and how to find it?" In the practice of imagination, I realized the difficulty of the goddess in mending the sky. The image of Nu Wa in my mind became more plump and tall, and their spirituality was fully released here, thus stimulating their interest in writing.

Another example is in the teaching of small photographers. At the end of the article, Gorky said to the secretary, "If it is a little boy, let him in." It's over. The article leaves room for our children to practice writing in the blank space here, so I let them imagine: "Will the little boy come back?" Why? How will things develop next? "Through their own associations, each child has written a new ending of his own little photographer. Being addicted to acting as a family not only improves students' language expression ability, but also improves their imagination.

Third, rewriting-using beautiful sentences flexibly in the text.

The texts selected in primary school Chinese textbooks are mostly articles with rigorous structure and beautiful sentences, which focus on emotional edification or interpretation, but all of them use beautiful words. Teachers guide students to "rewrite" this kind of text appropriately, the main purpose is to improve students' reading and writing ability by further understanding the content of the text and using good words and sentences in the text. Rewriting should adopt different methods according to different text types.

For example, in the teaching of Autumn Rain, there are two typical artistic sentences: "Look, it gives the ginkgo tree yellow, and the yellow leaves are like handfuls of small fans, fanning and fanning, driving away the summer heat. It gives the maple red, and the red maple leaves are like stamps, floating around and sending the coolness of autumn. " In teaching, I first take students to read repeatedly, savor carefully, feel the unique language beauty of the text, and then inspire students: "Who did the autumn rain give?" Let the students learn the text and write some beautiful sentences. Students have the guidance of the text, combined with life experience, beautiful words flow in the pen: "It gave yellow to the ginkgo tree, and the yellow leaves danced like dancing elves, dancing away the heat of summer." "It gives the maple red, and the red maple leaves shine like small torches, illuminating the whole orchard."

By writing words, students not only feel the colorful autumn rain brings to the earth, but also learn the unique language expression of the text.

Fourth, expand and extend-sublimate the theme.

Expansion is the connection between in-class reading and extracurricular reading, the close combination of study and life, and the effective landing point for the transition from text language to writing practice. Many texts have language space for readers to imagine. In reading, guiding and grasping the language space, expanding the language situation and imagining the language plot can promote the coordinated development of students' reading and writing ability. Therefore, when teaching, teachers should be good at guiding students to develop their imagination and extend the text along the direction of the author's thinking or emotional development. Students' spirituality will soar in such imaginative writing practice, and appropriate classroom writing practice can also sublimate the theme of the article.

There are many articles with vivid stories in grade three, which are very good materials for practicing writing. Pay attention to the background of the text when expanding, or link to related things, or extend to similar phenomena. In teaching, we should skillfully grasp the extension points of teaching materials, guide the extension of content and sublimate emotions.

For example, learn the story of a small village, which tells that the beautiful small village eventually disappeared in a flood because of human greed and uncontrolled felling of trees. When students feel sad for the ending of small villages and angry for people's greed. I joined this little exercise in time. "If you are the head of this village, how can you make people realize their mistakes earlier and avoid tragedies?" ? Requirements: Your suggestion as a village head must be reasonable and effective. Who is the most competent village head? "In this way, students have a realistic understanding of the article and have received a good effect of practicing writing. Children will use the knowledge involved in extracurricular activities when persuading villagers. For example, "dense forests can keep the soil close to the roots and prevent mudslides." "The green branches and leaves of big trees can carry out photosynthesis and create fresh and sweet air." Students can combine environmental protection knowledge to clarify their views on how to protect nature, and let students know that the earth is our common home, and we should care for the environment and protect nature.

The creative extension of the text content makes students' understanding of the text content reach a new level and their feelings about the text center reach a new level. In short, it opens a door for students to choose more and think more widely.

In a word, textbooks are our best teachers. It is necessary to fully explore the factors in the teaching materials, create opportunities for students to practice writing, and make students feel that writing is not difficult. Writing is the need to show their true feelings, so that students gradually like exercises and know that writing is for self-expression and communication with others. In the long run, it will certainly ignite the spark of students' writing innovation, so that they can finish each writing easily and happily, thus improving their writing level.

Therefore, as long as each of our teachers calm down to interpret the text and pay attention to thinking, everyone will have a pair of eyes to draw material from the text, which will also have the magical power to improve students' interest and level of writing.