A phased summary of how to cultivate rural primary school students' writing ability

A summary of the research on the cultivation of primary school students' writing ability: Chen Qin, Wentian Primary School.

First, the topic is put forward?

Due to the influence of traditional education, there are many shortcomings in our exercise teaching, the theme is monotonous and there are thousands of people; The content is the same, empty; Same language, same old tune. For example, if you write about your mother, she will be taken to the hospital in the rain at night; Writing about classmates means picking up pencils and helping the blind ... Students' exercises lack childlike innocence, innocence and childlike interest. In addition, many teachers pay more attention to the teaching of composition methods and skills in composition teaching, and are used to using adults' ideas and experiences in evaluating students' homework. They put forward various requirements from the height of principles and theories, demanding super-stage and super-goal, which makes many children have nothing to say in the face of homework, and many children are afraid or even hate homework. Teachers' mechanical exam-oriented model training makes students lack independent thinking, personality display and real feelings. ?

"Chinese Curriculum Standard" clearly puts forward that "pay attention to what you find novel and interesting or what impresses you the most" and "try to use the language materials accumulated in practice, especially the words with novelty." Achieve the requirements of "concrete content and true feelings". After repeated consideration, we can understand that the curriculum standard aims at paying full attention to the humanity of Chinese education and also emphasizes the importance of students in the accumulation of exercise materials. ?

Second, the research content?

In view of the above situation, I combine the training project of "attaching importance to reading and writing, combining reading and writing, and improving students' Chinese ability" proposed by the studio, and conduct research and experiments with middle and low grade students as the research objects. ?

Third, the research objectives?

Promote writing by reading, improve students' interest in writing, let students write what they see, hear, think and feel in an informal way, have something to say in writing, tell the truth, express their true feelings, be a real person and express their thoughts creatively. ?

Fourth, study the specific process?

(A) accumulation-looking for the source of living water?

Ye Shengtao once said: "It is a comprehensive training for primary school students to learn to write articles. Whether an article is well written depends on a series of efforts in conception, writing and revision, but if you think deeply, you will know that there are still many efforts before those series of efforts, which play a more decisive role. That a lot of kung fu is usually done, not to prepare for writing, but it becomes very important when writing. Solid foundation, conception, writing and revision will not be too bad; The foundation is weak, the conception, writing and revision are not settled, and the results are hard to say. " The basis mentioned here is the usual accumulation. A primary school student writing an article today is actually a comprehensive reflection of his knowledge, thoughts and language accumulation before today. Usually, if you accumulate more and enrich more, your homework will not be difficult. "A clever woman can't cook without rice." Xunzi said in "exhortation": "You can't take Wan Li Road without accumulating steps; If you don't accumulate small streams, you can't become rivers and seas. " Our students just lack the accumulation of language and writing, and can't write what they have seen and heard; Thinking, the brain is blank. Their lives are inseparable from school, family and society, but they often feel that they have nothing to write about and are heartless. Accumulation is the basis of exercise and the source of innovation. In order to enrich the accumulation of students, I mainly start from the following two aspects:?

1, reading accumulation?

① Take the classroom as the "main position"?

Students can't learn without 40 minutes of class, and they spend most of their time in class. Based on the classroom, paying attention to the reading teaching of textbooks is the main form of our school education. Every text in the textbook has been carefully selected by many experts. Every text is a masterpiece with both literariness and aesthetic feeling. Our school requires that every Chinese class should be read well, and every Chinese class should be trained in language and writing. Every Chinese class should closely follow the key points of unit training, combine reading and writing, and effectively guide unit practice. In reading teaching, it is an important way to improve Chinese ability to accumulate language, cultivate language sense and learn writing methods with the help of these classic texts. In the teaching of lower grades, I mainly focus on cultivating students to know, understand and accumulate words in reading. In teaching, we should try to stick to words and sentences and train students' basic language skills in listening, writing, speaking and making sentences. Most of the lower grade texts are catchy and full of childlike interest. During the 40-minute study, we try to guide students to recite and accumulate in various reading forms. As students enter middle school, I not only pay attention to students' vocabulary accumulation, but also let students master the "three reading methods": initial reading, intensive reading and intensive reading. It is required to read the meaning first, experience the feelings carefully and read the article intensively. Let students understand the text, accumulate language and learn writing methods in this interlocking and step-by-step learning. ?

② treat extracurricular activities as a "treasure chest"?

Get rights in the classroom and benefit from extracurricular activities. It is not enough to accumulate language only in class. Qian Shan is full of water outside the classroom and colorful outside the textbooks. Mr. Ye Shengtao said more than 50 years ago, "But a Chinese lesson is not enough to be experienced repeatedly. Therefore, you must read other books besides Chinese textbooks. The more the better. " ?

A, recommend good books, good books for everyone to see. After the reform of the school library, there are many ways for students to borrow books, so I ask students to finish reading one book every week and take reading notes as much as possible. Middle school students' reading notes are mainly for them to extract their favorite words or paragraphs. If they like too many things, they can express their reasons in words without extracting them from the original text. The sixth class every Monday afternoon is "Good Book Recommendation Class". In this class, I asked my children to recommend the good books they read in the past week to the whole class. The form of recommendation is mainly to read beautiful sentences, introduce the contents of the book, or perform in your favorite way. In this way, through a lot of extracurricular reading, students can feel the accumulation and harvest. ?

B, the corner of the blackboard, honey contest. I make full use of the blackboard at the back of the classroom to arrange the learning garden for students, leaving a certain position on the blackboard. Every day, students take turns recommending ten good words or two or three good sentences. The referee writes on the school blackboard in the morning, others write with honey at school, and then there is a reading contest in the morning. Because the amount accumulated every day is very small, students can master it in time. Sometimes at the beginning of Chinese class, I will comment on sentences with the whole class to understand their connotation and expression more deeply. ?

C. start reading around the topic. Combined with the special reading of the text, according to the arrangement characteristics of the teaching materials' special organizational units, such as: celebrity stories in the third grade, China traditional culture, the power of love, etc., when I teach these units, I arrange students to expand their reading in time, which is not only an effective extension of classroom teaching, but also an expansion of students' reading horizons. ?

2. Life accumulation?

"Life is like a source, and articles are like a stream. The source is abundant and inexhaustible, and the stream is naturally lively and flowing. " The source of creation comes from life, and compositions written without life experience are like dried flowers, grandiose fake flowers, lacking the fragrance of natural feelings. ?

(1) Stimulate the interest in observation with the help of the classroom. ?

Life is a kaleidoscope. Our children are in campus, family and social life every day. Walking on the way to and from school, at school, at home … There are so many things to see every day, but many children lack a pair of observation eyes, so the exercises are pale and empty. I closely follow the classroom position, stimulate students' interest in observation, teach students observation methods, and closely link Chinese classroom with life. For example, after studying the beautiful Xiaoxing 'an Mountains, I will guide students to think about the differences in the scenery of the campus throughout the year and the changes in the scenery of our rural areas in the four seasons. As our children all live in the countryside, they are familiar with the nature of the school and the countryside. So spring returns to the earth and everything recovers; The summer sun is like fire, and the trees are shaded; Autumn is crisp, the grain is abundant, and so on. ?

(2) Integrate into life and form the habit of observation. ?

I have been asking students to keep a diary. Diary doesn't have to be written every day, as long as it is memorable. This lightens the students' burden ideologically. ?

In order to make students form the habit of observing and recording. My first step is to closely follow the unit training so that students can have laws to follow. For example, the first unit of the second book of senior two is "Looking for Spring". So, I will first lead students to look for it on campus, guide them to observe it in the process of looking for it, and then say, evaluate and correct it in class. In this way, students have mastered the observation method. Then let go of the students' extracurricular search. The theme of the weekly diary is "looking for spring". So there is "Spring is coming, and there are yellow winter jasmine everywhere. She plays a golden trumpet to tell people that spring is coming." "Spring is coming, and the peach blossom in front of my house is pink, like putting a floral dress on a peach tree." ..... such a poetic language. The second step is to expand the activity space and let students have something to write. Many children are always at a loss when they pick up a pen because of their lack of observation and experience of life. It is as difficult for him to keep a diary as climbing the mountain of Shu. Either a few strokes, or a patchwork, or plagiarism. Therefore, I take all kinds of activities carried out by the school as materials: such as sports meeting, celebrating June 1 ST, cleaning, students' recess games ... these are all seen and experienced by students themselves. Let them keep a diary in time, and students will have something to write and express their feelings. The third step is to start from a small place and let students improve themselves. With the guidance of the previous foundation, students have stepped into the door of observation. In the middle and senior grades, I gradually let the students observe and describe their lives by themselves. Tell them to start with common small phenomena, problems, games, discoveries, troubles, secrets, small things and reading comprehension in life and record them in time. ?

(2) Oral communication-providing a solid foundation. ?

Oral communication is an interactive process of listening and speaking. He can enhance students' self-confidence and improve their oral expression ability. Effective oral training can not only exercise students' oral ability, but also enrich students' writing materials, stimulate students' interest in writing, and make students gradually understand the laws of things, thus accurately expressing what they see and feel. ?

1, follow the textbook and start training. Never leave it. What students contact most is the teaching materials, and the training of oral expression can not be separated from the teaching materials. On weekdays, grasp the illustrations, bright spots, blank spots and interesting points in the teaching materials, and guide students to imitate, imagine, repeat and extend. For example, in the "Literacy 4" of Grade One, students imitate that monkeys are swinging on trees and calves are grazing on the grass. In "Little Photographer" in Grade Three, there is such a passage: "Please tell him that I am very busy. But if it's a little boy, you must let him in. " Guide students to imagine, and then continue to make up stories. Once the students' imagination is stimulated, some children imagine that the little boy finally realized his wish through hard work, and the whole story is filled with a kind of incomparable joy; Some children imagine that the little boy had an accident later, and his good friend helped him realize his wish ...?

2, contact life to start training. Life is China's world. Everything and phenomena in life are good materials for oral English training. The unpleasantness between classmates, some bad phenomena in society and hot news on TV can all be used as communication materials, which is not only conducive to cultivating students' habit of observing life and accumulating writing materials, but also conducive to improving students' listening and expressing abilities. ?

(3) Personality training-give a stage to show. ?

Personalized practice is to let students write my mouth with me, and I write my heart to express my feelings truly and naturally. Practice is for self-expression and communication with others. ?

1, the content is open and full of personality. In the practice content, let the students write what they want to write, and the content should be based on the students' life. Write as few propositional compositions as possible that make students speechless. Writing exercises in textbooks should be written in connection with students' reality, and should not be written away from students' reality. Each student can freely choose according to his own experience and inspiration within the scope of theme activities. For example, the first volume of the third grade requires writing a familiar person. Under the guidance of teachers, students' topics have their own characteristics. Some write about classmates, teachers, family members or neighbors. The topics are "My xx", "He (she) is so kind", "I like XX" and "XX you are not doing right" ... From each topic, we can see students' ideas and their desire to express and communicate. They either praise the truth, goodness and beauty, or criticize the false, ugly and ugly. In this learning process, I fumbled out a set of exercises. Seasonal collection: Observe the natural scenery according to the changes of seasons, write observation diaries or write landscape articles. Activity set: there is experience when there is activity, and there is feeling when there is experience. Record what you see and feel in time. For example, the school sports meeting, write a letter of commendation, praise someone, and describe the activity scene. Character setting: observe classmates, teachers and familiar characters around you and feel the characteristics of the characters. Touching set: Feel the affection and friendship with your heart and express your praise for the truth, goodness and beauty in the world. Small collection: troubles, interesting things, happy things, regrets in life ... Talk about collection: "xx, I want to tell you." "xx, you can't do xx anymore." ..... fully express your wishes and desires. Imagination set: making up stories and thinking about the future. Each episode is based on real life. Students can see with their eyes, listen with their ears, touch with their hands and feel with their hearts. Therefore, they can write it heartily and truly. ?

2. The method is open. Write in the way students want. No outline, no framework, no inappropriate technical guidance. Encourage students to use personalized language and expressions to reflect personalized life experiences, talk about personalized understanding and feelings, and express personalized experiences and feelings. The lower grades can use pictures or words, and the combination of words and pictures to express their meaning. In middle school, you can experience the fun of composing music through nursery rhymes, diaries and other forms. ?

3. The evaluation is public. ?

① Change the evaluator. Encourage students to participate in the whole process of composition evaluation, so that every student can become an evaluator. I use "self-appreciation", "group appreciation" and "teacher appreciation" to discover the bright spots in children's works and appreciate their creativity. Different people and students of different levels have different requirements, so we should establish a relaxed evaluation environment, strive for everyone's participation, everyone's success and everyone's progress, and strive to improve each student's writing ability and enhance each student's writing self-confidence. ?

② Change the evaluation form. Homework is no longer the world of excellent people, and every child can taste pleasure. I require students' works to be graded and graded item by item, and there are awards such as "Best Works", "Best Beginning", "Best Ending", "Best Title", "My Favorite Little Author", "The greatest progress" and "The most beautiful sentence". The more awards, the more successful people will be. Strive for everyone to win the prize and everyone will succeed, which not only enhances the pleasure of work, but also promotes it. In order to encourage students to make better progress, I ask students to make these awards into class practice briefings for the whole class to pass on. In this way, every child has the opportunity to show himself and prove himself, and his interest in homework is also high. ?

What is the result of verb (verb's abbreviation) research?

1, students' interest in reading and homework is enhanced. Now, students' interest in composition class and reading is obviously higher than before the experiment, and parents generally report that students' reading enthusiasm has improved; Students with books can be seen everywhere in the school. Most students take notes on their own initiative after reading, and fewer students bite pens. Many students are willing to show their exercises to their peers and teachers for appreciation and revision. This experimental project, from "beginning" to "completion", has greatly tapped the students' reading and writing potential and enhanced their development potential. ?

2. Students' observation ability and exercise ability have been improved. In class, students actively cooperate with teachers and often continue to write fragments, fill in the blanks, rewrite poems and imagine scenes according to the needs of the text. Diary length is no longer "short and pithy", and practice language is no longer lacking and blunt. ?

3. Through training, I improved my theoretical and practical ability in exercise teaching. For the smooth progress of exercise research, I read one book after another related to reading exercises, studied one lecture on reading exercises by another famous teacher, and conducted research classes again and again. Through unremitting efforts, I gradually found that exercise teaching is actually regular. ?

6. What are the problems in the research?

1. Due to the differences in students' living environment and personal learning ability, students' Chinese literacy is different and their Chinese learning level is also different. How to further improve the writing level of students with relatively weak ability is still the focus of my next study. ?

2. In exercise teaching, how to deal with the relationship between exercise guidance and exercise personalization needs further exploration. ?