Difficulties in primary school students' composition writing

1. On how to break through the difficulties of primary school students' writing "Rome was not built in a day."

Writing is not only a cumulative process, but also a step-by-step process. Therefore, in composition teaching, teachers should guide students to accumulate writing experience and improve their writing level.

Below, the author talks about the following points according to his teaching experience and reflection in recent years. First, stimulating interest is the premise of writing. "If you don't move, don't say anything."

Students often think hard about writing, largely because they have no emotion and impulse to write, especially because they have no inspiration and nothing to say, so it is naturally difficult to write. Therefore, teachers should adopt various methods to stimulate students' interest in writing and improve their writing level.

1. Experience life for yourself. Mr. Ye Shengtao said: "Life is like a spring, and articles are like a stream. The spring water is abundant and inexhaustible, and the stream flows naturally and is full of vitality. " This shows that if students lack a colorful life, they will have an empty stomach and no writing materials.

Lu You said: "The two countries want to learn poetry, and the kung fu is outside the poem." This emphasizes the importance of knowing life, feeling life and experiencing life.

Therefore, students will naturally have something to say and will not worry about writing. For example, I lead my students to pick peppers in the east and west, play with them in autumn harvest with great interest and experience the ups and downs of life.

As soon as the labor is over, I will strike while the iron is hot, so that students can write "Remember a meaningful labor", so that students can have a real life experience, and words will flood in and their feelings will be sincere. Some students wrote: "After hard work, although I was tired and backache, I was praised by my grandfather, but my heart was warm."

Indeed, with personal experience, these words jump into practice like elves, expressing their feelings at the moment to the fullest, thus stimulating students' interest in writing and receiving better learning results. 2. Enriching practical activities Li Dazhao once taught children that "study must be practical and play must be fun."

Therefore, I strongly encourage students to play more in class and have a meaningful, happy and enjoyable time. I don't have too many restrictions on their extracurricular activities. I'm free to play, and everyone can show their talents and show them.

This vivid picture is a true portrayal of life and the source of students' exercises. Once, I asked my students to write "ten minutes between classes". They gallop their thinking, express their feelings and make the activities between classes vivid.

Zankov, a Soviet educator, said: "Only in the atmosphere where students are in high spirits, constantly demanding upward and want to express their unique ideas can the thoughts, feelings and languages that enrich children's compositions be produced." Thus, interest is very important, which is the internal motivation to promote students' writing.

Therefore, teachers should try their best to stimulate students' interest in writing and improve their writing level. Second, applying what you have learned is the hope of success. In primary school, choosing words and making sentences is the basis of improving the level of composition.

If you give students a composition topic and finish it within the specified time, it is more difficult than going to heaven. It will be much easier if you start with simple words and sentences and combine them one by one.

Therefore, in composition teaching, teachers should let students start from simple, from easy to difficult, and gradually improve. In addition, the application of various sentence patterns is icing on the cake.

As we all know, rhetorical questions are more affirmative and powerful in tone than declarative sentences, which can not only emphasize but also express strong feelings. When teaching "Goodbye, My Relatives", I instructed the students to make a comparison, so that they really realized that rhetorical questions can better express the friendship of the Korean people towards the volunteers "higher than mountains and deeper than the sea".

After the teaching, I am glad that some students skillfully used rhetorical questions in the composition contest of "New Faces in Hometown". He wrote: "Grandfathers are very lucky to be able to fill their stomachs with meager food. In our generation, every table has fish and meat, which is very rich and can be eaten. Isn't this the happy life brought about by the party's policies? " Therefore, teachers should be good at discovering students' bright spots and guiding students to apply what they have learned, so as to improve their writing level.

Third, mutual revision is a scientific means. In order to arouse students' writing enthusiasm and improve their writing level, it is essential to correct homework carefully. In the traditional composition teaching, the composition is corrected and commented by the teacher, so the comments are inevitably authoritative, which leads to students' laziness in reflection.

In an exercise, I tried to guide the students' groups to revise each other's exercises and received unexpected teaching results. Exchange exercises among students is helpful to improve students' writing level.

If teachers give guidance in correcting and students make unremitting efforts, students' writing level can be continuously improved. Fourth, "You and I * * * enjoy" is a successful demonstration. In order to let the students exchange works with each other and experience the joy of success, I specially opened up a world of "you and me * * *" in the learning park, providing a post station for students who like to write, so that they can feel the writing charm of their peers from these beautiful articles I selected.

When they tasted the joy of success, they envied each other and were eager to try, and they sprouted the idea of writing. Over time, students will consciously keep a diary of what they saw and heard that day, which will not only make students like writing, but also make them have something to say and write, thus gradually improving their writing level.

In short, improving students' writing level is an accumulation process. Therefore, in composition teaching, only by grasping the characteristics of students, using appropriate methods, stimulating students' interest in writing and mobilizing students' enthusiasm for writing can teachers continuously improve students' writing level.

2. How to break through the difficulties in composition teaching in primary schools?

In composition teaching, teachers should give comprehensive and meticulous guidance, and even do some necessary writing on the blackboard and dictation to help students straighten out their thinking practices. Although the teacher takes great pains to guide writing every time and speaks clearly, the effect is still unsatisfactory.

Because most of them are propositional compositions and are subject to the fixed thinking of teachers, it is inevitable for students to write articles with a face. Aside from this, the content alone may be full of problems: no tail, gild the lily, no priority, nonsense, empty content, chaotic hierarchy, poor observation and association, and so on.

Students have a headache when they mention composition. It can be said that students revolve around the teacher, just according to the "teacher? Students remember such an old model and train it again and again.

Once you leave the teacher's help, students will immediately feel at a loss. Therefore, composition teaching in primary schools has become a difficult point in the whole Chinese teaching process.

How to break through the difficulties in composition teaching in primary schools? We all sincerely lament that composition teaching in primary schools is extremely difficult. Where is the difficulty? Looking back on my teaching practice for many years, I might as well analyze the students and see the existing problems.

First, students read less. I have hardly read any other articles except those in the textbooks I have studied, so it is natural that I have nothing to say when writing.

Second, there is little observation. Little observation or no observation leads to students' vague understanding of some things, so that when writing, they either describe or polish it, which is not vivid and vivid.

The third is to write less. Without a good habit of practicing calligraphy, how can you "write flowers" only by limited training on a few compositions each semester? It seems that if students want to write a good composition, they must be required to work hard from these three aspects.

First, read widely. Silkworms can't spit silk without eating mulberry leaves, and bees can't make honey without collecting pollen.

Only by reading can we be well informed and "be well informed". Chapters related to or similar to the text can be supplemented appropriately as a continuation and supplement to learning Chinese.

It's a bit like snowballing. There are often several articles in one article, and the snowball gets bigger and bigger. You can also read newspapers and periodicals, collect and exchange books and materials with your classmates, and try to use information channels such as libraries and networks to carry out inquiry reading, expand your knowledge, indirectly understand life and absorb the nutrition of writing.

Second, learn to observe. Cultivate the habit of observing things around you, read more, write if you don't see anything, consciously enrich your knowledge, accumulate writing materials, cultivate the habit of using your eyes, know the shape, size, quantity and color of things, and then outline its image and style with the "painter's wrist", so that it will not be specious or endless "similarity".

Third, write frequently and practice more. With the knowledge of writing learned in reading class, arrange students to write in a planned way, such as describing a portrait, an expression, a series of actions and a dialogue.

There is a text as a model essay, which is not difficult to draw from life. Students can finish it with a little effort, so they are interested, energetic and enthusiastic. In writing, some students paint portraits of teachers and look at adults with childlike eyes, so that people can know who they are writing. Some students describe mother's angry expression, and grasp her face, eyes and movements to write, so that people can see her and hear her voice.

In short, what you see, what you hear and what you feel can be written. There is no need to stick to a pattern in form, it can be long or short, it can be a paragraph, it can be a description and narrative, but it must have content, be centered, have real feelings, be sick and don't pretend. To sum up, exploring the development of students' knowledge structure and writing practice, guiding and training students step by step, turning difficult into easy, turning easy into light, and persisting for a long time, students will like writing, and composition teaching will no longer be a headache for teachers.

3. How to break through the difficulties of composition teaching in primary schools? Composition reflects students' comprehension and comprehensive application ability of Chinese knowledge, and is an important measure to measure students' language application ability.

Exploring composition teaching and improving students' composition level is an important subject in Chinese learning. Composition teaching has always been a difficult point in Chinese teaching.

In daily teaching, I realize that the key to breaking through this difficulty is to solve the problem of "what to write, how to write and how to write better". To this end, I think we should start from the following aspects: First, prepare lessons carefully for comprehensive practical classes, strive to do a good job in extracurricular activities, and solve the problem of "what to write" for students. In the teaching process, some students often have a headache when holding a pen, and always feel that there is nothing to write. Sometimes I think it over in my head, but I don't know where to start when I write, and my mind is blank.

This shows that the problem of not knowing what to write still bothers students. The comprehensive practice of Chinese teaching under the new curriculum standard provides us with the answer to this problem.

Especially for our rural children, teachers can suggest that they prepare some materials related to the comprehensive practice of this unit on weekends, and then go back to the classroom to carry out collective inquiry activities. This is in line with the educator Mr. Tao Xingzhi's proposal that "children's space should be liberated, so that they can get in touch with flowers, trees, green mountains, green waters, the sun, the moon and stars in nature, and scholars, farmers, workers and businessmen in the big society can freely ask questions about the universe, be friends with all things and learn from 360 lines at home and abroad".

Consistent with the point of view. This sentence gives us at least two inspirations: first, let children get in touch with nature and use the observation skills learned in class to observe nature extensively, thus enriching their perceptual knowledge and their own language; The second is to let students contact the society. The new curriculum reform leads Chinese teaching to the broad classroom of social life, thus accumulating language and developing thinking in social communication.

Practice has proved that carrying out all kinds of extracurricular comprehensive practical activities, leading students out of the classroom, getting in touch with reality and society through visits, interviews and social surveys, appreciating the great rivers and mountains of the motherland and understanding the ever-changing social development and changes can open up the field of knowledge, broaden their horizons, enrich their lives, stimulate and develop students' various interests and hobbies, and further cultivate students' writing motivation. At the same time, it also gives students the opportunity to apply what they have learned, so that they can better master what they have learned in class and realize a leap in understanding in practice.

So as to improve the ability to acquire knowledge, control knowledge and apply knowledge, the ability to integrate theory with practice and the ability to use one's hands and brains, and the ability to observe, analyze and solve problems. Then cultivate students' spirit of pursuing new knowledge, seeking truth from facts, thinking independently and being brave in creation.

Of course, comprehensive practical activities are an integral part of Chinese teaching. We should organize students to actively carry out colorful extracurricular activities inside and outside the school.

At the same time, the comprehensive practical activities are rich in content and varied in ways. What kind of activities can best help students solve the problem of "what to write"? Teachers should proceed from reality, give full play to their advantages, adjust measures to local conditions, foster strengths and avoid weaknesses, carry out selectively, and combine in and out of class to better develop and guide students' talents and enlighten their wisdom, so as to train students' writing ability and improve their writing level.

In addition, we should keep in mind the requirements of the new curriculum reform: to carry out comprehensive practical activities, students are the masters of learning, and teachers are only in the position of counseling and consulting from the side. We should give full play to students' independent thinking and creative spirit and overcome the disadvantages of "teacher-centered". It should be noted that comprehensive practical activities should have a clear direction and purpose, and the tendency of "activities for activities' sake" should be prevented and overcome.

In short, our composition teaching should be "teaching people to fish", not "teaching people to fish". Once students have mastered this knowledge, they will radiate their own perceptual knowledge through this knowledge. After a period of training, distinctive and original articles will stand out and the expected purpose of composition teaching will be achieved. Second, it is a practical activity of both sides to study composition classroom teaching and solve the problem of students' "how to write".

Therefore, we must deal with the relationship between "teaching" and "learning" and "motivation" and "effect", which requires teachers to be familiar with the actual level of students' writing and point out the ways for students to "not write" so as to achieve a lesson. (a) to guide students to analyze homework requirements (including proposition composition).

The characteristics of composition in composition teaching, I found that students are afraid of writing, in fact, they are most afraid of the propositional composition assigned by the teacher. Students are not familiar with the content of the proposition composition and feel speechless. The result can only be perfunctory. Any kind of composition proposition, no matter what genre or form, has the characteristics of restriction and openness.

Fortunately, in the current textbooks, the content reflected in the article is closer to modern life, thus reducing the difficulty of the exercises. We can choose the corresponding article as the object of analysis. In view of the practical problems in students' writing, each article can really solve some technical problems, and it is easy to get twice the result with half the effort.

If teachers can grasp this teaching feature, they can easily come over and "get into a room without thickness" like a stubborn cow and "be comfortable". (B) methods to guide students to grasp thinking.

The same subject matter, different angles of thinking, different problems found and different conclusions drawn. In composition teaching, students should be broad-minded and shine all around. In order to make students stand out and think what others think, we should develop our own divergent thinking mode on the basis of cultivating students' concentrated thinking.

Using this kind of "rambling" thinking, students will feel like a spring breeze and have a lot to write, and they will feel that the composition is by no means "a road from ancient times to Huashan", but "all roads lead to Rome". In this way, you can write from multiple angles with profound experience, novel materials and unique ideas, and overcome the problem of having nothing to say and write.

(3) Guide students to analyze problems dialectically. Teenagers are emancipated, like to think independently, and dare to be unconventional, but compared with adults, they are nothing.

4. What is the focus of Chinese composition teaching in primary schools? In my opinion, there are two key points in Chinese composition teaching in primary schools.

First, the real experience

Second, creativity.

As the saying goes, words come from feelings, and you must have real experience to get the freshest knowledge and feelings, and only articles with true feelings can touch people's hearts and cause * * * sounds. Such an article is a good article; Furthermore, creativity is very important, and an article with unique theme and genre can attract people's attention at the first time and stand out from many mediocre compositions. Of course, the model essay can be used as the cornerstone of our creation, but it can never be a template for imitation. In the teaching of Chinese composition in primary schools, we must pay attention to the psychological characteristics of primary school students and actively try to standardize their thinking and experience before writing, so that children's fingertips are full of wisdom. The most sensible teaching is to standardize children's hands-on and experience in the process, rather than blindly unifying requirements.

This is my humble opinion. I hope it can help you. It is purely personal thinking. If you are satisfied, adopt it! ! !

5. The present situation and countermeasures of primary school students' writing teaching. As a Chinese teacher, Tang Mingxue, the second primary school in Lingjiang Town, Cangxi County, is very aware of the importance of developing correct writing posture.

If the writing posture is incorrect, it will not only hinder students' study, but also hinder their healthy development. Literacy and writing are important contents of Chinese teaching in primary schools. Not only the lower grades, but also the middle and high grades are faced with and run through the important task of guiding students to read, read and write independently.

First, the current situation of primary school students' writing in our school 1, writing is not standardized. It is manifested in the wrong stroke order, wrong font, wrong format and irregular lines.

2. Students' writing posture is not standardized. Correct writing posture is not only the premise of writing well, but also the key to improving physical fitness.

At present, the incorrect writing posture of primary school students is a common and persistent problem. Mainly manifested in the fact that most of the "three ones" are not in place: holding the pen too close to the nib; Chest close to the table; Head to the left; Eyes too close to the book.

I have randomly observed and investigated this class and the adjacent classes, and found that the correct rate of writing posture is only 5%-30%. Second, the main reasons for students' bad writing habits: 1. Children write too early, hand muscles are not well developed, and there is no effective and correct guidance, which leads to the wrong posture of holding pens and writing.

2. Classroom teaching tasks, especially literacy tasks, are heavier. Teachers pay more attention to literacy teaching and text analysis in teaching design, which occupies the time of classroom writing. Students can only finish writing tasks after class, and the writing process of students cannot be effectively supervised and guided. 3. Students have a heavy academic burden.

In addition to the homework assigned by teachers, many parents often give their children some written homework, and teachers in other subjects (such as Morality and Life) sometimes assign some written homework, which increases the burden on students. 4. Examination-oriented education leads to conceptual neglect.

Many parents and students think that it doesn't matter whether you write well as long as you study well. Many school teachers also believe that the teaching level is mainly reflected in the students' achievements. The overwhelming teaching and problems make students have no time to write properly and seriously.

Second, countermeasures and suggestions: 1, junior high school Chinese classroom teaching must leave enough space and time for writing teaching. Insist on writing every day and openly, and strengthen the guidance and supervision of students' writing posture in class.

Educate students to write correctly and well, so that it is time to practice writing. 2. Educate and guide students to understand the importance of correct writing posture, and strive to achieve self-monitoring, self-correction, mutual supervision and mutual reminder among students.

3. Strengthen communication and exchanges with parents, guide parents to pay attention to their children's daily reading and writing posture, and reduce unnecessary written exercises. 4. Join hands with teachers from other disciplines to pay close attention to the cultivation of students' correct posture and good habits.

5. Improve students' interest in writing. In teaching, teachers should constantly improve students' interest in writing, stimulate students' enthusiasm for writing, enhance students' confidence in writing, cultivate students' perseverance in overcoming difficulties, and make students consciously advance despite difficulties and study hard.

In specific exercises, we can start from the following aspects: A, the use of the projector, writing on the projector, bright, small, intuitive, so that students' attention is easy to concentrate. At this time, the teacher should write slowly, cooperate with the explanation, highlight the key points and difficulties, let the students observe every detail of the teacher's writing, and learn the rhythm and rhythm of writing at the same time. B, the combination of cards, you can take a word apart and write it on the activity card for students to combine. At this time, students' enthusiasm is often very high.

C, calligraphy teaching, teachers writing on Xuan paper can easily make students find that the ink becomes darker, the writing speed becomes slower, the stay time becomes longer, and the writing intensity becomes stronger. And with proper writing on the blackboard, students can concentrate on observing the teacher's writing movements. D, centralized classification, after teaching to a certain stage, we should classify words with the same characteristics and emphasize changes. For example, the words "sister" and "sister" are combined together, and the words "sister" and "ignorance" are combined together, both of which are short on the left and long on the right.

E, combining various subjects-reflecting the "subtle" role of writing teaching in many aspects. (1) combined with literacy teaching.

Combining with students' compositions, having beautiful calligraphy can give full play to students' thoughts and feelings. Mathematics, learning mathematics well requires careful thinking ability, which can be improved in writing training.

Sound, body, beauty and music give people beautiful melody, sports give people beautiful rhythm and strength, and art gives people beautiful pictures. Writing can embody all the beauty of the first three in an abstract way. Mr. Lu Xun's comment is particularly accurate: "China's calligraphy art is a pearl of the East. This is not a poem, but it has poetic charm. It's not a painting, but it has the beauty of painting. It's not a dance, but it has a rhythm. Not the melody of the song. "

He also said: "Chinese characters have three beauties: cooking beauty to feel the heart, sound beauty to feel the ears, and form beauty to feel the eyes." Analyze these words to students in detail (although students may not fully understand them), and combine with the teacher's demonstration, interest will drive students to constantly infiltrate what they can understand into their writing.

F. Appreciating excellent works-improving students' aesthetic ability My experience is that after strengthening writing training, the training time of other subjects is relatively shortened. However, after a period of time, students' academic performance has not declined, but has improved significantly. Mr. Guo Moruo said, "To train primary and secondary school students to write well, it is not necessary for everyone to be a calligrapher. Writing standardized, relatively correct, clean and easily recognizable words is always conducive to the formation of habits. You can gradually get rid of these problems by practicing writing.

Therefore, to give full play to the role of "subtle influence" in writing teaching, we should not rely solely on writing class, but combine it with comprehensive education and teaching to penetrate each other. In a word, writing teaching is an integral part of Chinese teaching in the whole primary school. Every teacher should pay attention to it, train students strictly and scientifically, persevere and make unremitting efforts to effectively change the current low quality of writing teaching.

6. How to solve the problem of primary school students' Chinese writing is very important for learning Chinese well and laying a good writing foundation. A child who loves to write, is willing to write and can write well, it is not difficult for us to imagine that his future Chinese study is easy to succeed. Moreover, no matter what occupation or post you are engaged in in in the future, a good writing foundation can help people clearly convey their thoughts and express their emotions. In particular, it lays a good and solid foundation for broadening horizons, reading books, understanding ability and literary skills, so as to benefit for life. Writing is also a comprehensive education and cultivation of a child's comprehensive quality and ability.

However, in my years of Chinese teaching practice in primary schools, I often find that many primary school students are not interested in writing, so their Chinese achievements are affected and eventually they lose their motivation to learn Chinese. Of course, more students don't know where to start writing, or they have nothing to say and don't know what to say. Most students who are interested in writing often exist in writing: small vocabulary; The content is out of the theme; Emotion and imagination are not rich enough; Unclear facts and opinions; Narrow content; The writing format is not standardized.

The above-mentioned common problems and phenomena are common in primary school Chinese composition education, which is the focus and difficulty of primary school Chinese education. Through years of Chinese teaching practice in primary schools, I talk about how to improve the Chinese writing level of primary school students.

First, to stimulate and cultivate students' interest in writing

Interest is the best teacher, but in practical teaching, students are often "afraid" of writing. When it comes to writing, there is a fear of difficulties. I don't know where to start writing or what to write. Over time, my interest dropped sharply. In order to complete the homework task, there are forms of running account, copying or simply doing it. . Lack of what students see, hear and think, as well as their own observation, thinking, identification, induction, analysis and summary.

Therefore, we should first cultivate students' interest in writing. Interest is the best teacher. As long as students have a strong interest in writing, writing has a good start.

So, how to stimulate and cultivate students' interest? Everything in literature or art comes from life and is higher than life. Teachers should master each student's daily life, living environment, family environment and other hobbies. Guide students to observe their daily life and environment, accumulate different writing materials for everyone, and put forward personalized and differentiated writing requirements, rather than the same. In this way, students' personal interests and writing interests can be integrated, and the content of writing can be closer to life.

Cultivate students' reading interest and ability.

There are beautiful essays, meaningful fables and catchy classic poems in primary school Chinese textbooks, all of which are excellent model essays for students to learn to write. In addition to patiently and meticulously explaining to students how model essays describe feelings, scenery and things, teachers should also guide students to read more books outside textbooks. "After a long time, you can be enlightened." (Ye Shengtao). In order to expand students' vocabulary, reading and knowledge. Classic famous sayings, poems, essays and good sentences require students to read more and recite more. "You can recite 300 Tang poems by heart even if you can't write them", which is the truth that "practice makes perfect".

Through reading, students unconsciously improve their vocabulary, sentence-making level and language sense. When writing is needed, it is easy to arrange the layout of the article skillfully.

Third, arrange the composition according to the students' actual life and understanding.

"Composition is inseparable from life, and to what extent life is rich, what words will be made." Mr. Ye Shengtao's words brilliantly revealed the relationship between composition and life. Therefore, when arranging the composition, we should be close to the students' real life and understanding. Let the composition truly become a part of students' life and let the students truly become the masters of the composition. Only when you write like this can you have a real feeling. At the same time, students' awareness of composition will be constantly enhanced.

I often arrange some compositions that are closely combined with students' daily life. For example, some students have favorite plants at home or in the community, so I asked my classmates to observe the growth and changes of plants, and then write them according to the writing method of Magnolia grandiflora. Another example: I arranged for students to cook a famous dish for their mother to taste, and then asked them to write down the cooking process, their mother's reaction and their feelings truthfully, so that students felt that they had something to write.

Fourth, let students learn to observe and think, and let students find "beautiful" eyes.

Primary school students are constantly changing in their daily life and growth process, so teachers should pay attention to guiding students to learn to observe and think. For example, according to the change of season or weather, primary school students are required to observe the people and environment around them frequently, find some changes, and tell their classmates or parents, so as to establish a strong observation consciousness of primary school students. Encourage primary school students to write a simple diary every day, write what they see or see, cultivate good habits of observing things, and cultivate writing ability and interest. "There is beauty everywhere in life, but it is rare to find beautiful eyes."

Fifth, pay attention to writing guidance and training in daily study to improve students' writing level.

Due to the limited knowledge of primary school students, there are inevitably some shortcomings in writing. Therefore, as a teacher, we should summarize and evaluate students' writing in time, make the problems in writing clear and thorough, and let students be inspired. Some excellent compositions should be posted in the class in time, or displayed to the whole class through multimedia if possible, giving students appropriate and timely praise and encouragement.

In short, as long as teachers stimulate primary school students' interest in writing, get close to their real life, guide students to participate in life as small masters, pay more attention to observation in life, and accumulate composition materials, they can write articles with real content and vivid narration, and their composition level will be continuously improved.

7. How to break through the difficulties of composition teaching in primary schools? In composition teaching, teachers should give comprehensive and meticulous guidance, and even do some necessary writing on the blackboard and dictation to help students straighten out their thinking practices.

Although the teacher takes great pains to guide writing every time and speaks clearly, the effect is still unsatisfactory. Because most of them are propositional compositions and are subject to the fixed thinking of teachers, it is inevitable for students to write articles with a face.

Aside from this, the content alone may be full of problems: no tail, gild the lily, no priority, nonsense, empty content, chaotic hierarchy, poor observation and association, and so on. Students have a headache when they mention composition.

It can be said that students revolve around the teacher, but they just train repeatedly according to the old model of "recording teachers and students". Once you leave the teacher's help, students will immediately feel at a loss.