Composition guidance of detailed description in the third grade of primary school

1. How to guide primary school students to write detailed composition descriptions is one of the students' Chinese abilities and a comprehensive embodiment of their accumulation and application. At present, most students are still struggling and even afraid of writing, and the essays they write are short and chaotic, or dull as water, or empty, or clone other people's articles. Among them, the main reason is that you can't master correct and effective writing methods. It is an effective measure to guide students to learn to describe details in composition teaching. In the actual composition teaching, I grasped this point and achieved satisfactory results, which made students have confidence in writing and gradually improved their writing ability. In a sense, the detailed description of success has become a happy emotional life and positive emotional experience for students. As Confucius said, "Those who know are better than those who are good, and those who are good are better than those who are happy."

Detail description refers to the detailed description of some small links, including language, movements, expressions, objects, environment, etc., which has a special performance role in the development of characters and plots. Detail description includes many aspects: action description, psychological description, language description, expression description, psychological description, plot description and so on. The correct use of detail description plays an extremely important role in expressing characters, narrating events and reproducing the environment. Lee Joon once said, "There is no work of art without details. True detail description is an important means to shape characters and achieve typicality. " Therefore, in the article, in order to make the characters more vivid, make the plot clearer, add fuel to the fire and make the work more infectious, we have to describe the details. The application of detail description can often enhance the vividness and realism of description, or make the characters more personalized, which plays a great role in characterization, or make the plot development more vivid and exciting. From the detailed description, readers can understand the author's real intention, which is the key to in-depth understanding. When describing the details, we should pay attention to the authenticity of the details, the details should be accurate and credible, stand up to scrutiny, pay attention to careful selection and ingenious arrangement, in addition, we must have a clear purpose and obedience.

2. composition guidance for the third grade of primary school 1. Grasp reading.

Reading includes in-class reading and extracurricular reading. The first is reading in class. When we talk about each text, we should not only let students understand the content and thoughts and feelings of the text, but also give guidance on writing methods, such as how to highlight the selection of central authors; How the author of the article who writes the notes of the characters vividly writes the article through the movements, language, demeanor and psychological activities of the characters; How do landscape articles mobilize various senses through eyes, hearing, nose and smell to describe the scenery beautifully?

Followed by extracurricular reading, because students read less and accumulate less, the composition will have nothing to say and the sentences will be dull. In this regard, we must first cultivate students' interest in reading, which should also start from the classroom. When reading the text, we should use various forms to stimulate students' interest in reading. In addition, we should pay attention to the recommendation of extracurricular reading materials. For students in grade three, we should recommend some interesting stories with strong stories and moderate difficulty; For example, fairy tales and fables are used to arouse students' interest in reading, and then gradually to composition books, science and technology books, and then to novels, newspapers and periodicals. Interest is the best teacher. With interest, they don't worry about not reading, read more, broaden their horizons and enrich their knowledge. They will be handy when writing a composition, which can be described as "reading thousands of books and writing like a god."

Second, grasp the revision.

The American writer Codwell once said that "a good composition is changed, not written". There is also the origin of the word "scrutiny", which shows the importance of composition revision. There are different ways to express the same meaning, so we revise our composition to find the most suitable way. Most of our classmates only read the composition once, and some even don't read it once, which will lead to jokes that we often make when correcting compositions with inappropriate sentences and punctuation. Some compositions can be read from students' vague expressions, with good materials and sincere feelings. However, due to the problem of expression, they are always uncomfortable to read. Such a composition, as long as we guide students and revise it well, will certainly be a masterpiece. Beginners in grade three may wish to correct a few items collectively. In a composition class, I showed a typical student composition with defects in sentences, punctuation and words, and revised it with the students. I found that students can modify it! They are very talkative and correct the mistakes in this composition one by one. The revised article is very different from the original, it is simply two compositions! After collective revision, students not only mastered the method of revising their compositions, but also understood the importance of revising their compositions. In the future, students can seriously revise their compositions, and some even ask their classmates for help to revise them, so the effect of the compositions has suddenly changed qualitatively.

Third, seize the comments.

Composition evaluation is also particularly important in composition guidance. I try to arrange my composition class in two consecutive classes. One class talks about writing, and the other class reviews the composition (the first draft) to show typical articles. Teachers and students * * * find out the advantages and disadvantages, analyze the reasons, and let other students change what they have in their compositions, so as to foster strengths and avoid weaknesses. It is more conducive to the improvement of students' overall composition level.

There are many methods of composition guidance. I summarized the methods I summarized in the third grade composition guidance, and communicated with teachers to explore more practical methods for student composition guidance.

3. How to guide primary school students to improve their writing level by describing details, combining reading and writing, and paying attention to fragments of detailed descriptions?

We often say that Chinese reading teaching should pay attention to the combination of reading and writing, but students are often only allowed to imitate a few words or use blank words to imagine writing, and insufficient attention is paid to the detailed description in textbooks. How to make good use of the details in the text to describe the fragments and guide students to write the contents of the exercises is the key to seize the opportunity. For example, the text "You must release this fish" used a lot of pen and ink to write a specific scene of "I" fishing for bass. In teaching, I instruct students to write specific fishing scenes, and I teach them in class:

Teacher: Do any of you go fishing, children? Can you write down the details of your fishing?

Health: During the holiday, my father took me fishing in the fish pond. I saw my father hook the prepared bait on the hook and throw it down. After a while, he caught a big grass carp. I'm so happy.

Health: On weekends, after finishing my homework, my brother took me fishing by the river. We turned over several earthworms as bait in the vegetable field, hung the prepared hooks on the bait and put them into the river. Ten minutes later, we finally caught a small fish.

Both students wrote about the main process of fishing. But it's just a general way to write fishing, and there are still many specific contents that have not been written. I ask the students to read the natural paragraphs in Text 2-4 again to see how the author writes about the whole process of fishing.

Health: I wrote the action of fishing.

Teacher: How does the author describe my fishing action?

Health: Tom put the bait on the hook, then swung the fishing rod and threw the line into the distance. The bait cut through the water and sank into the water, and silver ripples appeared on the lake.

4. How to coach third-grade children to write a composition When writing a composition, children can't always write details. How to write a good composition 1 Good articles come from life, write what you see and hear; Write your own personal experience; Write your true feelings, and such an article will be vivid and touching. 2. Writing can't be done overnight. But in the face of today's exam-oriented education, we might as well learn some skills. For example, you usually recite more paragraphs, with a good beginning and a good ending. Study hard for the exam. 3. Read more, study hard and learn from it. Good articles, good words, good sentences, learn to accumulate. 4. Creating a novel and unique article title can sometimes get twice the result with half the effort. 5. Keeping a diary can not only practice writing, but also accumulate materials. 6. Learning to quote famous sayings and immortal poems will make your article more convincing. 7. Using good words and sentences can add color to your article and make it possible.

5. How to guide junior three students to write the most touching composition content and create a situation?

The calendar is made of plastic foam, and the numbers displayed are big red. This red number changes every 24 hours. Only when you observe things carefully and have detailed first-hand information can you write something.

When it's corrected. In our teaching, many students are not interested in writing, and even afraid of writing. There are two main aspects: first, there is nothing to say.

According to the psychological characteristics and cognitive ability of primary school students, the proposition and material selection should be as close to their familiarity as possible, easy to understand and tell people that a new day has arrived. "3" and "9" are just two equal signs, only "12" and "6" are two straight Arabic numerals, and the remaining eight digits are just eight small squares, which are evenly embedded in beautiful pictures. There is a small gold thread under "12", which is pointing to another "red window" the size of mung bean.

Only one number can be seen through the window. If you toggle the hidden button on the alarm clock, aim the number at the yellow line and wind it up. When you aim at the hour, a string of crisp * * will remind you.

It is often overlooked that students have to say what they have observed after observing clearly. Mr. Wang thinks: "Writing is writing words, and writing down what you want to say is an article."

Therefore, it is very important to say what you have observed. I often ask students to say a paragraph or two as required, talk at the same table and comment on each other, or comment on each other through oral composition contests and after the game.

What the students are talking about is actually a question of how to express their observation of the image in words after establishing the image in their minds. This is the idea of the students. The improvement of students' thinking ability, in turn, can solve the difficulties caused by the limitation of time, place and angle when students observe, and can improve the whole process of things by using thinking methods, enrich the writing content and make the expression more complete.

2. Encourage students to have rich imagination. Rich imagination is the inexhaustible source of writing a good composition.

In composition teaching, besides cultivating students' observation ability, it is also important to stimulate students' imaginative thinking. In the teaching process, teachers should always create situations to stimulate students' imagination, stimulate students' imaginative thinking and cultivate students' imaginative creativity.

For example, in Exercise 7- Writing Fairy Tales, teachers can use courseware to show many lovely animations to arouse students' interest, and ask students to cooperate in groups, establish relationships for some of the animals, make up stories and make up dialogues ... Students inspire each other and complement each other in cooperation and communication, so that their imagination is more substantial and vivid until a complete fairy tale is written. In this case, students get the opportunity to study independently and fully express themselves. With the space of free imagination, imaginative thinking is triggered and exercised, and their interest in writing is also improved. Their compositions are also more substantial and vivid.

Imagination is the soul of students' innovation, and imaginative composition is a new and promising composition school. I pay special attention to the guidance of this kind of composition in review teaching.

For example, writing fairy tales, expanding imagination, and continuing to write endings. I grasp the characteristics of children's fantasy, guide them to observe the life around them, capture the material from real life, and use exaggerated and anthropomorphic methods to write fairy tales. At the same time, it can also help students distinguish what is right and what is wrong, and let them receive fairy tale education.

3. Speak methodically and guide students to write in a certain order when writing. Students in the third grade of primary school often write wherever they want when they learn to write, and seldom consider the order of writing.

In normal practice, we can encourage students to write bold articles. In the review stage, students should be reminded to pay attention to a certain order. For example, if you write something, you can write it in the order of development.

Cause → process → result can be written by summarizing first and then dividing. You can also write in the order of observation.

Things, you can know that students write in the order of "name → shape → habit (activity) → feeling". Generally speaking, in teaching, there can be a model essay to guide students to understand what is the writing order and what is the writing order.

Then know that students observe physical objects, associate with life and determine the writing order. As long as students can write in a certain order, even if they are not specific, they should be praised and encouraged.

4. Having substance in words, pay attention to guiding students to write specific key paragraphs. Pupils in grade three often don't know what is concrete and what is vivid, and they don't understand why they want to write concrete and sketch.

In the usual practice, we should not overemphasize it, but in the review stage, we should emphasize how to write concretely. Compared with the students in Grade Three, the so-called meaningful and concrete writing should include the following aspects: narrating things and writing concrete stories.

Specifically, you can write the actions of two or three characters in one paragraph. When writing a scene, you can spread the wings of association and imagination, not only what you see, but also what you think.

It is a great creation to use figurative sentences in a paragraph. Things can describe the shape or form of things in a certain order; Be able to connect with life and write down life details about things.

In specific teaching, teachers should pay attention to two points: one is to guide observation, and the other is to provide appropriate model essays to guide students. ① Pay attention to cultivating students' observation ability.

In the composition teaching of grade three, teachers should actively "guide students to observe and analyze things around them and form the habit of observing and thinking". Life is the source of writing, observation is the portal of writing, and all external information can only enter the brain through observation.

Zankov said: "We should open the window, let the boiling social life and strange natural phenomena print into students' minds, so as to enrich students' emotional experience and stimulate their emotions." Observation is the first step for people to know things. For primary school students, the main way to know the world is observation.

"Only when you talk on paper and know nothing, you have to do it." Only by touching things personally and observing things carefully can we have a comprehensive and detailed understanding of things and obtain real and profound first-hand information, and the articles written will be vivid and touching. Therefore, composition teaching should focus on cultivating students' observation ability, teaching students observation methods, inspiring students to innovate, and making students become conscious explorers in learning.

6. How to instruct junior three students to write a composition? Writing is to organize what you see, hear, think and experience through your own language.

Express it in appropriate language. When primary school students enter the third grade, they generally find composition difficult to write, mainly because the number of words has increased from writing words to writing paragraphs, and the language needs to be improved from simple writing words to certain descriptions.

In our teaching, many students are not interested in writing, and even afraid of writing. There are two main aspects: one is that there is nothing to say, and the other is that there is no way to write. Many teachers often say that students are accustomed to the composition guidance under the unified mode when writing, which leads to more examples and fewer examples.

The students' compositions are all the same. Students around the "Complete Works of Composition" and the teacher's baton, the composition has become passive water, no personality, no children's interest. What wonderful compositions are there under such teaching? The new "Chinese Curriculum Standard" puts forward the following phased goals for the exercises in grades 3-4: pay attention to the surrounding things, be willing to express in writing, and enhance the self-confidence of the exercises; Be able to write down what you see, feel and think in an informal way, and pay attention to expressing what you find novel, interesting or most impressive and moving; Willing to read homework to others and share the happiness of homework with others; Try to use the language materials you have accumulated in practice, especially the fresh words and phrases.

First of all, we should pay attention to the proposition and material selection. According to the psychological characteristics and cognitive ability of primary school students, we should try our best to be close to the people and things they are familiar with, easy to understand and interested in in in proposition and material selection.

The scope of writing topics should be relatively broad. Students should be given the freedom to exert their writing potential to the maximum extent, and appropriate topics should be selected, such as "My mother", "I miss xx" and "a little thing", so that students can feel that they have something to write, have something to write, and have more materials to choose from, so that students can feel that writing is not too difficult, and then build up their writing confidence. The selection of materials should be combined with the students' reality.

According to pupils' psychological and cognitive abilities, only by writing about people and things they are familiar with can they "write and talk" and express their "true feelings". Therefore, in the proposition and material selection, we should try our best to be close to the familiar life of primary school students, and write about the real people and things that they are familiar with, easy to understand and interested in, so as to be true, concrete and vivid, and to be "free from lies and empty words". In addition, you can't "repeat the same old tune". Writing "a meaningful thing" today and "an impressive thing" tomorrow will make students feel bored for a long time, which will virtually weaken their interest in composition.

Secondly, it is necessary to create situations and stimulate desires. Create situations from things that students are interested in, so that students can exert their imagination and stimulate their desire to express themselves.

For example, before writing, use audio, video and projection to create situations, play some cartoons, idiom stories or various class activities, provide students with a sense of sound, shape and color and a novel and intuitive image, guide students to see, listen, think, speak and write, and stimulate students' interest in writing. Before the composition review class, we should pay attention to the infiltration of interesting factors in composition teaching, slow down the pace, and mobilize students' enthusiasm for learning composition.

Import methods should be varied, such as: (1) story-based import. In view of the characteristics of third-grade students' love of listening to stories, I told the students as soon as I attended the composition class that writing was to write down the general contents of what I heard, and then the teacher told a short story. The students listened attentively, smiled happily, then asked several students to repeat it, and finally wrote separately, so that everyone felt more comfortable.

When correcting, as long as the story is complete and there are not many typos, students will be rated as "excellent" and let them taste the joy of success. ⑵ Active import.

According to the characteristics of energy and curiosity of junior three students, I first choose small productions, small experiments and small games that everyone can do, so that everyone can participate, then let students discuss with their own practice, and finally focus on writing them down, so that students are not only interested, but also have something to write, and the effect is good. (3) situational introduction.

It is to create a certain situation for the school, let students play their imagination, and thus stimulate students' desire to express. Before writing, use recording, video recording, projection and other means to create situations, and provide students with shapes, sounds, colors and novel and intuitive images, such as playing some cartoons, idiom stories or activity videos. Guide students to listen, watch, speak, discuss, write and think, and stimulate students' interest in writing.

When commenting, you can record some good words, sentences and paragraphs, which will not only help students write, but also fully mobilize the enthusiasm of most students. Finally, you can write a composition in a new way of fairy tales.

On the basis of learning a fairy tale, it is required to rethink from a new angle or different aspects, design different processes, and get the same or different results as the text. For example, after learning The Crow and the Fox, you can give a title of The Little Crow and the Little Fox to guide students to imagine: Is the little fox more cunning than the old fox? Did you cheat the little crow's trust by better means than the old fox? Whether the little crow learned the lesson of the old crow made the little fox's ghost idea fail ... to stimulate students' imaginative thinking and cultivate their imagination.

Imagination is a special thinking ability, and rich imagination is an inexhaustible source of writing good articles. The English poet Shelley once said: Imagination is creativity. The process of human imagination is the development process of creativity. The more imagination develops, the more it contributes to the development of creative thinking.

Therefore, to stimulate students' interest in writing, it is necessary to create situations, stimulate students' imagination, let students plug in the wings of imagination, and imagine more vividly, concretely and perfectly until they write a complete story and improve their innovative ability. Second, the correct way: pay attention to the synchronous development of observation, speech, thinking and expression. 1. Guide review exercises during observation.

Observation is the first step for people to know things. If students lack intuitive and perceptual knowledge of things around them, it is undoubtedly difficult to describe and comment on them.

For the third-grade pupils, the main way to know the world is observation. Only by touching things personally and observing things carefully can we get real, profound and meticulous first-hand information and write something.