How to cultivate the third-grade children's interest in writing

The biggest problem in Chinese teaching in grade three is exercise guidance. The new curriculum standard especially emphasizes "willingness to express in words, enhancing self-confidence in practice" and "being able to write down what you see, feel and imagine in an informal way". Therefore, the focus of grade three exercises is to stimulate students' interest in writing, so that they have nothing to say and something to say. So, how to cultivate students' interest in writing? Let me talk about some of my own practices and experiences.

First of all, create situations to explain and guide writing.

The transition from writing a few sentences to writing a paragraph, from looking at pictures to connecting with one's actual writing is quite difficult for junior three students, and many times students feel embarrassed. Therefore, teachers should pay attention to creating situations, guiding students' writing and teaching students the methods of observation and writing.

Second, do everything possible to stimulate students' interest in "reading a lot and focusing on accumulation".

In the first point, "creating situations to guide writing", I attach importance to the guidance of students' writing methods. But teaching experience tells me that methods alone are not enough. Many times students have poor vocabulary and don't know how to write. Faced with this common phenomenon among students, I know that it can only be solved by "reading a lot and focusing on accumulation". So I guide students to read from all aspects and channels.

(1) Start with fairy tales to stimulate students' interest in extracurricular reading. Fairy tales attract every child with their easy-to-understand contents and vivid and interesting plots, and every child likes to watch them, including third-grade students. If students are allowed to read all kinds of composition books, they will have little interest, take a cursory look and even feel bored. However, if students are allowed to read fairy tales, they will never get tired. Because of interest, students not only love watching, but also unconsciously learn various descriptive techniques in the process of watching. Such as character appearance description, character language description, psychological description and so on. It is not enough for teachers to teach these descriptive skills, but also for students to understand. Therefore, reading fairy tales is the best way to learn. Therefore, every Saturday in the third semester, I let my students go to bookstores, book stands and libraries to read fairy tales for at least half a day. The students are very happy to finish this learning task. At first, they asked me to arrange it. Then it became a habit. Even if I forget to arrange it, they will consciously go to see it.

(2) Teachers and students read books together and exchange reading experiences. We ask students to read more books, but we put them aside. In this way, teachers can't lead by example and empathize with students, and reading activities will be difficult to succeed. In the process of teaching, I insist on taking a section from the weekly Chinese class, and teachers and students read books together. Everyone watched quietly and asked each other what they didn't understand. I, on the other hand, teach them how to annotate books while reading, and guide them to appreciate those beautiful words. Sometimes I give individual guidance, sometimes I let individual students share their reading feelings in class, and sometimes I share interesting, funny and profound content with my classmates. In this way, this reading class has become a position for me and my students to learn from each other. And my practice has also played an exemplary role. As long as someone is talking, the classmate next to me will say, "You see how serious the teacher is, don't argue." This is really "moistening things silently".

(3) Keep a record of reading accumulation. We ask students to read a lot in order to enrich their vocabulary and make the articles written more concrete and vivid, rather than dry. However, if students just read, they will soon forget the good words and sentences they see. So I ask students to set up an "extra-curricular accumulation book", collect good words and sentences they see in books, and often take them out for reading and memorizing. In order to make students do this task well, I take various methods and ways to check, such as random check by teachers, check among classmates, group check, weekly group competition and monthly class competition, to show them who writes well, who collects more sentences and who has the richest vocabulary. A series of examinations and competitions have changed students' compulsory accumulation from teachers to conscious accumulation. Students' vocabulary is gradually enriched. Every composition, every composition, has its bright spot, or a sentence, or a wonderful fragment. All these show the progress of students. Who will not be happy to see this little progress?

Third, take turns to keep a diary and become a teacher.

As the saying goes, "never leave your mouth without a tune, never leave your hand without a punch" and "never try", so does composition. You can't write a good article without regular practice. But students are very tired every day, and teachers don't have much time to read it. In order to solve this problem, I adopted the method of "keeping a diary in turn", that is, dividing students into several groups, each group has a diary, and everyone takes turns keeping a diary every day. Students who write later should add comments on the previous article before writing. Teachers only need to correct a few compositions every day. It greatly reduces the workload and exercises the students' marking ability. After reading this, some teachers will ask, is it that simple? Can students do it? Practice tells me that when carrying out this activity, teachers should do the following:

(1) When grouping, students in each group should be balanced, that is, there are good and bad students, so as to choose their own group leader. The group leader is responsible for arranging the students who keep diaries every day, urging the students in the group to keep diaries on time and keep them well.

(2) Teachers should gradually teach students how to correct their compositions. Revising their compositions in grade three focuses on whether punctuation is wrong, whether there are typos, which sentences are not fluent, and which sentences are well written ... We just need to gradually infiltrate these common sense of revising compositions.

(3) The teacher had better correct it himself. Because there are only about ten revised compositions, I have time to finish them face to face every day. Face-to-face criticism is the best way for junior three students, because they won't understand and comprehend your comments yet, but they will understand a lot when they say it face to face.

(4) Teachers should pay attention to encouragement. British scholar James said: "The most urgent requirement in human nature is the desire to be affirmed." Different students have different writing levels, so it is impossible for us to ask every student to write an excellent composition. We can only find the advantages in their compositions and encourage them, especially the students with learning difficulties. We should try our best to find the bright spot, even a beautiful sentence and an interesting sentence can be the basis of encouragement. Only by constant encouragement can students be interested in writing.

(5) Teachers should pay attention to the display of excellent works. After a period of time, good articles will appear in students' rotating diaries. At this time, I will let them see it and send it to my personal website. When students see their own articles on the Internet, their sense of accomplishment will be satisfied and their interest in writing will naturally arise. Moreover, after a semester, I also set their excellent compositions as books to let them share the happiness of their classmates.

"Keeping a diary in turn, everyone is a teacher" not only stimulates students' interest in writing, but also improves their writing ability. I think this method is a good way for junior three students to train their writing ability.

"A huge tower rises from the ground", only in the turning stage of grade three can we guide students step by step, make them progress and improve their writing level.