How to take a composition class with pictures?

1. How to write well with pictures? Hello, when you open the first lesson and the second lesson of the primary school Chinese textbook, you can see that they are all learning by looking at pictures.

In the past, when we were teaching graphics, the teaching requirements put forward in the teaching reference were mainly to understand the text with pictures, to teach students to master observation methods, to learn to observe pictures in a certain order, and to understand the author's writing methods.

I think different grades should have different requirements for drawing pictures:

Senior one and senior two should pay attention to cultivating students' ability to speak with pictures, and pay attention to guiding students to practice speaking with pictures in teaching. First, guide the students to look at the pictures from the whole to the part, and then give suggestive questions, such as: Who is the picture? Where is it? Why? How did you do it? Then let the students answer one question after another, and finally connect several questions to answer. Learn the text on the basis of looking at the pictures and speaking, so that it is not only easy to understand the text, but also to understand how the author writes according to the pictures.

Grade three students have begun to learn to write, so we should focus on guiding students to master the methods of writing in the order of observation, such as observing the whole first, then observing the part; We should also combine observation with imagination. And compare it with the text to understand how the author writes the text in the order of observation. In this way, we can apply the observation methods and writing methods we have learned to the composition.

Senior students can learn to look at pictures according to their own observation methods, and then read the text to understand how the author writes with pictures and learn the author's writing methods to practice.

2. How to write well with pictures? Hello, let's turn to the first lesson and the second lesson of the primary school Chinese textbook, and we can see that they are all learning by looking at pictures.

In the past, when we were teaching graphics, the teaching requirements put forward in the teaching reference were mainly to understand the text with pictures, to teach students to master observation methods, to learn to observe pictures in a certain order, and to understand the author's writing methods. I think different grades should have different requirements for reading pictures and writing: first and second grades should pay attention to cultivating students' ability to read pictures and speak in sequence, and focus on guiding students to practice reading pictures and speaking in teaching.

First, guide the students to look at the pictures from the whole to the part, and then give suggestive questions, such as: Who is the picture? Where is it? Why? How did you do it? Then let the students answer one question after another, and finally connect several questions to answer. Learn the text on the basis of looking at the pictures and speaking, so that it is not only easy to understand the text, but also to understand how the author writes according to the pictures. Grade three students have begun to learn to write, so we should focus on guiding students to master the methods of writing in the order of observation, such as observing the whole first, then observing the part; We should also combine observation with imagination.

And compare it with the text to understand how the author writes the text in the order of observation. In this way, we can apply the observation methods and writing methods we have learned to the composition.

Senior students can learn to look at pictures according to their own observation methods, and then read the text to understand how the author writes with pictures and learn the author's writing methods to practice.

3. How to instruct junior students to look at pictures and write well because the focus of writing training in senior one and senior two is to look at pictures and write well.

So how to start oral and writing training from the lower grades? We have made the following explorations in the teaching process. First, the rich and colorful picture resources in Chinese textbooks have completely solved the material problem of reading pictures and writing words.

To guide students to look at pictures and write, we must first solve the problem of materials. Our teachers and students don't have unified picture materials, so we can't buy materials for students, which brings trouble to guide students to read and write pictures. How to solve this problem? Once when I was reading a unit test paper, I saw the last question and suddenly found that it was not the picture in the textbook. This discovery gave me an inspiration. I turned over the textbook page by page and looked at the illustrations in the textbook lesson by lesson. I found that illustrations in almost every lesson are excellent materials to guide students to look at pictures and write words. So, I downloaded pictures suitable for students to read and write, and began to train students to read and write step by step.

Second, train students to "look at the pictures" and write words. Looking at pictures is the foundation, but junior students still lack the ability to observe, especially the children who just entered school. They observe things aimlessly, without order, look around and fail to grasp the key points. For example, I teach the first grade to look at pictures and write "planting trees". There is a beautiful spring park in the picture. There are three children planting trees in the park. Some people help trees, some water them, some cultivate them ... The requirements of the topic are: look at the picture carefully, say what is in the picture, and then write it down.

Some students wrote: "There are three people planting trees." Such a picture is wasted.

Faced with this situation, we think we must make efforts to guide students to look at pictures, let them master the methods of looking at pictures, let them understand the main contents reflected by pictures through careful reading, and use their rich imagination to write vivid and personalized languages. The picture materials in the textbook include a single picture and multiple pictures.

For the illustrated text suitable for students' oral training, we should spend about 15 minutes for oral training first, and then read the text. When guiding students to observe a single picture, my specific approach is: the guiding steps of a single picture: the first step is to observe the whole picture.

Think about what is drawn on the picture (first have an overall understanding of the main contents expressed in the picture). The second step is to look at the picture carefully, understand the content of the picture and develop a reasonable imagination.

1, the observation is orderly. Just like observing objective things, we should look at pictures in a certain order, so that students can speak in an orderly way, such as observing from top to bottom, from near to far, and from inside to outside. According to the primary and secondary observation, you can take the lead first and then the second; According to the development order of things, what can happen first, then what happens.

2. Observe the surrounding environment. Find out when and where it happened.

3. Observe the characters. Analyze the identity, age and occupation from the figure, appearance and clothing of the characters; Infer a person's thoughts from his expressions and actions, and what he is doing and thinking.

4. Reasonable imagination. There are people, scenes and colors on the screen, but there is no sound and it will not move. The picture is static and monotonous.

Through careful observation, contact with your own life experience, make a reasonable imagination, make the still picture move, enrich the monotonous picture, such as making the characters speak and engage in psychological activities, and make the scenery colorful. This paper introduces in detail the illustrations of the lesson "Moon's Wish" in the second volume of Senior One.

Junior students lack life experience, poor observation ability, few words, and often can't express their meaning or have a clear center when they speak. In this regard, I designed a step-by-step question to gradually train students to explain the main idea of the picture completely and coherently in words or a few sentences.

"Three-element sentence"-Who? Where is it? Why? "Four-element sentence"-When? Who is it? Where is it? Why? "Five-element sentence". -When? Who is it? Where is it? Why? What was the result? "Multi-element sentence".

-When? Who is it? Where is it? Why? How? what do you think? What did you say?/Sorry? What was the result? What scenic spots are there in the picture? Multi-picture guidance: If there are multiple pictures, pay attention to the relationship between them. Focus on things that don't appear in the previous picture, such as what new people have appeared and what changes have taken place.

Even if it is the same picture, we should pay special attention to the subtle changes in the picture, such as the movements and expressions of the characters and the changes in the weather. So as to understand the development and changes of things.

After reading each picture one by one, read it again in an orderly way, so that the occurrence, development and result of the things in the picture will leave a complete impression in your mind, and then connect them according to the main meaning of each picture to form a complete plot. The method of writing words by looking at pictures can be simply summarized as twelve words: sequential observation, trying to express and reasonable imagination.

It should be noted that training students to look at pictures requires a step-by-step guidance process. At the beginning, the requirements should not be too high. You can just say one or two words, as long as you can clearly tell who, when, where and what. Sometimes it's okay to say who does what without saying the time or place. Slowly train students to look at the pictures carefully and expand their imagination.

Thirdly, training students to "write words" is the key to reading and writing words. In order to improve students' writing ability, teachers' guidance must run through the whole process of students' writing.

How to reflect the teacher's guidance? Our specific approach is: there are requirements before writing. Such as: writing format, punctuation, no typos, accurate words, fluent sentences, neat handwriting, clear pictures and meanings, and post-writing inspection.

At first, we asked students to write clearly "when, where, who and what to do" in one or two sentences. Slowly, with the increase of students' reading, their thinking ability and oral expression ability have been improved.

We ask students not only to write completely, but also to write concretely and vividly. Write the characters' language, manners, actions, etc.

We also put forward various requirements according to the actual level of students in the class. There are comments after writing.

Is it good or bad after the students finish writing? This is the necessity of comment. In order to make children who have just started writing more and more energetic and confident, they must be recognized and affirmed by teachers and classmates for their progress and enjoy the joy of success.

In short, it is low.

4. How to write a happy class in my class? Today, the teacher took us to a happy composition class. In order to let us learn composition better, the teacher designed every class to be happy, not boring. No, today's happy composition class has started again. As soon as class started today, the teacher said to us, "Students, why do we wrestle in this class?" Before the teacher finished, the students said in unison, "Long live! The teacher added, "Don't answer the question until I'm finished, because I find that the details of the students are not well written recently." Will you carefully observe the expressions and movements of the players in the later games? " "good! "As soon as I finished wrestling, the teacher moved a table and two chairs to the podium. The teacher asked Xiaoming and Xiao Qiang to compete on stage because they have the highest hands. They all walked onto the stage with a confident look. The game has started. Both of them blushed, comparable to Guan Yu in the Three Kingdoms. They were deadlocked for a long time. Xiao Qiang gritted his teeth and frowned. We couldn't help laughing when we saw that clown-like expression. Don't think I will lose to you! Now that Xiaoming is in the ascendant, we all think that Xiao Qiang will lose. However, Xiao Qiang miraculously recovered and made more efforts. He was caught off guard and defeated Xiao Ming. This is beyond our expectation. The students are very happy. The game is over. The teacher asked, "Students, have you noticed their expressions? "See their movements clearly?" "Look clearly!" The teacher said, "since you have seen it clearly, write a composition!" " "Finally, I began to write a composition, and soon I finished writing this composition about details. This composition class is really interesting! Everyone should be very serious and understand what the teacher said. I believe my composition will get better and better in the future.

5. How to attend the composition class? I'm glad to answer this question for you. I made the following answer for you:

1, composition is the most important beginning.

(1) At the beginning of the composition, teachers should encourage more and put fewer questions. Let the students write boldly, and the teacher should comment carefully. This is mainly to let students "if it is easy to see the text, it is not difficult to see it".

(2) After-class reading, don't look at the "selected works", but look at classics, masterpieces and masterpieces. This will not only broaden students' horizons, but more importantly, we will form a big concept of composition in students' minds from the beginning, regardless of the external form of composition, and will not "write for the sake of composition". Literature shows that selected essays sell well in the market and are very popular with students, which also reveals the disadvantages of poor composition teaching of teachers in China. In Harbin No.1 136 Middle School, students complained that the teacher's composition class was "boring", and everyone didn't like it. It is better to go home and read the composition reference book!

3. Requirements can be lowered, but imitation is not encouraged. Liu Xiqing pointed out that respecting individuality and innovation are the life and soul of composition. There are also differences between "composition" and "creation", but only between students and writers, teenagers and adults, exercises and publications. They are all the same as the synthesis and transformation of the writing subject: only primary school students can synthesize and transform primary school students, middle school students can synthesize and transform middle school students, and great writers can synthesize and transform great writers.

Therefore, on the one hand, our composition teaching should be lowered. Although it is slow at first, the pace of composition teaching will be accelerated and the effect will be good after guiding students to the "right path". On the other hand, students are not encouraged to imitate, especially when the teacher clearly points out that students can imitate. Professor Liu Xiqing has fully explained the reasons.

2. Find the right entry point, choose the right road, the road that the teacher is familiar with, and let the students go by themselves.

There are many such practices in China. The traditional practice is to emphasize students to keep diaries, but the practice of diaries is synchronized with students' study of composition, not to mention the problem of "guiding the way". Training students to write words, paragraphs and articles in the form of composition with pictures, and then putting forward compositions, is a general arrangement system of composition teaching content in Chinese textbooks in the past, which can be said to introduce pictures into composition and guide students' composition with pictures. In recent years, Zheng Hongjian, Zhejiang Province has launched "Audio Composition" to introduce sound into composition. Teng, a teacher of the primary school attached to Xiangxi Teachers' College (now Hainan), even conducted an experiment of "fairy tales leading the way" in the teaching reform, which had a great influence in China and obviously used fairy tales to lead the way for students' compositions. A leap from picture composition to fairy tale guidance is that the role (picture) that guides students to "go on the road" has changed from the role outside the composition door to the role inside the composition door (fairy tale); In addition, there are more and more experiments such as "story leading" and "popular science leading" all over the country. The author advocates using letters, news, newspaper clippings, children's poems and ancient poems to guide students. This kind of guidance is actually to liberate students' fear of difficulties and let them take the first step in learning composition! Only when students have confidence in learning composition well can they take the initiative to learn and learn it well. Therefore, every time I receive the first composition class of a new class, I must first tell the students that writing is not difficult. "I write with my mouth", and composition means speaking with a pen. Write what you say, say what you write. Who can't talk? As long as they can speak and write, they will write articles, thus eliminating students' unattainable fear of writing.

The essence of "leading the way" is to apply the theory of "putting first and collecting later". Professor Liu Xiqing from the Chinese Department of Beijing Normal University pointed out that the common problems we have now are that we don't "release" enough, and "collect" too early and too harshly. There are too many "propositions" and too many "restrictions"; There are also many "frames" on the question of "how to write"; Too many "corrections" are not only useless, but also greatly dampen students' enthusiasm for writing. Never "let go", always "collect", collect too cool, the wings of imagination are broken, and thoughts and hearts can't soar. Liu Jiaoshou said that the serious performance that dampens students' enthusiasm for writing is psychological barriers. Therefore, Professor Liu Xiqing believes that students should be allowed to write bold articles at the beginning. The new attempt to write bold articles is to "lead the way". As for what to quote, I think teachers should have their own methods. It is not only unrealistic to copy others' methods mechanically, but also a strange phenomenon of "teaching has a fixed method" in the whole composition teaching circle, which is contrary to scientific laws.

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