How to teach primary school students to write compositions? (urgently needed)

The golden key to the introduction of primary school composition

Chinese teaching spends a lot of time on reading teaching, but students' writing ability is generally low. What is the reason? Careful analysis is mainly because reading teaching and composition teaching are regarded as two unrelated things; Reading teaching is improper, and the relationship between reading and composition is not handled well. Mr. Ye Shengtao once said: What is reading? It is absorption. Just as eating every day is to absorb nutrients, reading is to absorb spiritual nutrients ... what is writing? It's expression. Take out what's in your head and let everyone know. You can use your mouth or a pen. Reading and writing, absorption and expression, one is in, from outside to inside, the other is outside, from inside to outside. These two things are often needed in any job. He also pointed out that "actually, writing is based on reading. The teacher teaches well and the students read well before they write well. " Therefore, it is not difficult to see that in Chinese teaching, students should not only be taught to read, but also be taught to write. The third grade is the primary stage for students to learn to write a composition. If the relationship between reading and composition is well handled and scientific and efficient training methods are formulated, students' fear of difficulties can be eliminated, their writing ability can be greatly improved, and students can regard writing as their wishes and needs. In practical teaching, we should do two things well. 1. Infiltrate and accumulate language guidance in reading teaching. Reading and writing are a mutual process. Reading is understanding and absorption, and writing is understanding and expression. Only by full absorption can expression be more powerful. Therefore, "reading is the basis of writing." Based on this understanding, in reading teaching, we should infiltrate and accumulate language guidance in reading training according to the requirements of the syllabus. The richer the students' language inventory is, the broader their thinking field will be. Whether speaking or writing, they will have greater flexibility, and they will be able to make appropriate choices and accurately call words at any time, thus combining vivid, vivid and aesthetic words. Classroom reading teaching is the "main battlefield" to guide students to learn to accumulate languages. Teachers should guide students to acquire rich languages, master accumulation methods, guide students to read more and recite more, read more famous books in various forms, and read more wonderful parts until they can recite them, so that the language and words in the text can be printed in students' minds as much as possible. Guide students to extract words and sentences, ask students to have an extract book, and guide students to record good words and sentences in the book, so as to combine notes with brain memory. Instruct reading, writing and reading. After reading the text, the third grade Chinese textbook lists a dozen words or a few beautiful words, and puts forward the requirements of reading, writing and reading. Teachers should arrange time for students to be familiar with reading and copying, and it is best to write it down by heart. Words extracted from the book also need to be read and recited more. Second, the guidance of infiltrating writing practice in reading teaching Ye Shengtao said: "Chinese textbooks are nothing more than an example. With this example, students should be able to draw inferences and practice reading and writing skills. " Therefore, writing practice guidance should be infiltrated in reading training. According to the characteristics of teaching materials, the combination of reading and writing is carefully selected to provide students with effective reference objects and creative basis, so that students can practice imitation and creative use in time, making language use practice become living water, rooted in trees, rather than isolated, with remarkable results. As Teacher Ding Youkuan said: "Reading and writing are combined to complement each other, and reading and writing are separated, and both lose." In reading, we can infiltrate composition practice guidance from the following aspects: 1. Instruct the use of newly learned words and sentence patterns to practice speaking and writing, which can be representative theoretical writing or creative speaking and writing. For example, in the class of "Visiting the Great Hall of the People", after the students understood the meaning of the word "dazzling", the teacher gave further guidance: Teacher: Why did I see dazzling? Health: Because the pillars are engraved with golden flowers and colorful paintings. Health: Because golden flowers are colorful and beautiful. Health: I think not only many colors look good, but also many forms of golden flowers. There must be many beautiful patterns in color paintings. So "I" will be dazzled. Teacher: The beautiful golden flowers dazzle me. Students, please recall, have you ever been dazzled? Health: There are so many goods in the shopping mall that I am dazzled. Health: Every autumn, Jinshui Lake holds a chrysanthemum exhibition. Beautiful chrysanthemums were put into various shapes by uncles and aunts, which dazzled me. The reason why students can talk endlessly is because teachers provide students with "examples" of imitation and creative use. Students have examples to imitate. Under the proper guidance of teachers, they can gradually overcome their fear of difficulties and boldly practice speaking and writing. In the third grade Chinese textbook, sentence-making exercises of certain words are arranged in after-class exercises. In my opinion, these words are not enough. Teachers should seriously explore the hidden training factors in teaching materials and train students in many aspects. Of course, the premise is that it must conform to the cognitive level of third-grade students and their own life experience, and should not be encouraged. 2. Guide to imitate the learned paragraph structure and text structure, and practice speaking and writing new content. The third grade composition training focuses on writing fragments, and it is necessary to determine how to say and write, and the writing fragments should be specific and clear. In teaching, we should highlight the focus of paragraph training, carry out paragraph training in a down-to-earth manner, and combine reading, writing and training. Teacher Ding Youkuan believes that junior three students should focus on practicing four structural segments: continuity, juxtaposition, total score, generality and concreteness. These four structural paragraphs are all in the third grade Chinese textbook, and the teacher should arrange the students to practice step by step in a planned way. (1) A paragraph with continuous structure means that there are several layers in a paragraph, which means that it is written one after another in order. This is also a structural paragraph that primary school students must master and is often used in writing. There are typical continuous structure paragraphs in the texts such as Love between Teachers and Students, Song of the Sea, Operating Table is the Position, The Story of Making a Windmill, In the Rain, When the Plane is in Distress, etc. Teachers can arrange imitation training when students understand paragraphs, such as writing a paragraph on the topic of washing handkerchiefs, cleaning and raising the national flag, closely following students' study life, and asking students to do so. (2) A paragraph with a parallel structure refers to a paragraph that divides things into several aspects. The third natural section of The Rich Xisha Islands is the way to construct this section, which describes the richness of seabed products from three different aspects. When students know how to introduce several aspects of things at the same time, they can use parallel structure paragraphs. Students can be guided to practice writing fragments such as "a corner of campus" and "beautiful garden", so that students can deepen their understanding of this structural fragment in specific writing practice. (3) The total score structure segment refers to a segment consisting of a general statement and a sub-statement. When instructing students to imitate writing, teachers can show the general part and let students write sub-parts around the whole sentence. Example: ① Grandma keeps a lovely little thorn Wei. Ten minutes between classes is really colorful! (4) Summary and concrete structure section refers to the relationship between meaning indication, summary introduction and concrete description in the section. Generally, there are two situations. One is to write a rough outline first, and then write a detailed one. One is to write the details first and then the summary, such as a passage in "We must live up to expectations": In the second semester, Tong Dizhou was more eager to learn. Every day before dawn, he gets up quietly and reads a foreign language under the street lamp on campus. In the evening, when all the students were asleep, he went to read under the lamp again. The teacher on duty found out, turned off the street lamp and told him to go into the house to sleep. Sneak under the street lamp outside the toilet to study while the teacher is not looking. Write a general outline of this passage first, and then write a specific one. First, write in general that Tong Dizhou studied harder in the second semester, and then write in detail how Tong Dizhou studied harder. I arranged several composition trainings in Grade One and Grade Three, and asked for "specific content" every time. In response to this requirement, teachers should be good at guiding students to learn the general and specific structural paragraphs in the text, asking students to accumulate some wonderful fragments through understanding, evaluation, retelling and reciting, and then asking students to imitate and write a specific paragraph. 3. Guide to imitate special descriptions and expressions, practice speaking and writing new content. The two texts "Cuidao" and "Grey Bird" have vivid descriptions of the morphological characteristics of birds, which can guide students to imitate this writing to observe a bird carefully and learn to write the morphological characteristics of birds. There are fragments describing the characters' appearance in these texts, such as My Brother, Little Radish Head, Little Elephant in Bangkok, Hard Years, etc., which can guide students to imitate this method, write the appearances of people they are familiar with and pay attention to the characteristics of characters. The dialogues between characters in the texts such as Little Photographer, Climbing to Tiandu Peak, You Are Wrong, Operating Table is Location and Leaping Thousands of Miles to Dabie Mountain are well written, which can guide students to write fragments of dialogues between characters. 4. Guide to continue, expand, abbreviate and rewrite according to the content of the text. "Little Photographer" and "Teacher-student Relationship" let students continue to write, "Two Ancient Poems" and "Waterfall" let students rewrite, improve students' language use ability and enrich their imagination. Interest is the best teacher. Pupils learn to write, which can easily stimulate students' interest in writing and make them love writing.

Lin