On how to grasp the three stages of composition teaching in primary schools _ Summary of composition teaching class stage

composition teaching in primary schools is the most important part of Chinese teaching in primary schools. The purpose of learning Chinese is to enable students to learn to communicate through mastering the language, learn to organize their own language, learn to express their opinions and thinking problems through words, and communicate through expression. Therefore, Chinese teaching in primary schools is a very important tool discipline in all disciplines, and Chinese subject is particularly important in the basic disciplines of primary schools, and composition teaching is the center of gravity in Chinese teaching. Through years of teaching practice, the author believes that Chinese teachers should grasp the three-stage teaching of composition teaching in primary school.

1. Sentence-making stage: This stage is mainly divided into the enlightenment guidance of sentence-making and the discipline guidance of sentence-making

The enlightenment guidance of learning to make sentences. Usually, when proverbs are also called "Ya Ya" to learn a language, the main thing at this time is to learn to speak. This should be the responsibility of the students' first teacher and parents. Guide and edify children from the first word they learn, the first word and phrase they learn, and the simplest sentence they learn. For example: Dad-Dad-My Dad-My Good Dad-My Good Dad is a teacher-My Good Dad is a teacher in Rencun Central Primary School-My Good Dad is an excellent teacher in Rencun Central Primary School ...

The key to the enlightenment and guidance of learning sentences is to change from simple to complex, from speaking complete sentences to expressing emotional sentences, and from not saying anything to encouraging bold speaking.

learn the discipline guidance of sentence formation. This should be the main task of preschool and grade one or two. Under the guidance of teachers, students can write sentences that they think. "All talk and no practice equals empty talk", it is far from enough to teach students to say it. It is necessary for students to write their own thoughts and sentences. From "I can say-I can write", it will be a qualitative leap in Chinese teaching. The instrumentality of Chinese subject is manifested in the ability to communicate in words and write complete articles in words.

Stage 2: The main core of this stage is to guide students to speak many sentences and understand various sentence patterns, so that they can clearly understand that a stage is composed of sentences.

In fact, on the basis of the existing first-and second-level teaching, teachers' teaching has been linked up, allowing students to express what they have seen and heard in two or three sentences, say the main meaning, and then write it out and make it clear. The key point here is that it is great to learn to speak first and then let him write. Don't be too demanding, otherwise students think that writing is too difficult and they will be tired of learning composition, so it is not easy to correct it. Learning is to teach students to learn, and then to study with interest, which will enable him to learn actively in his life-long study, and he will benefit from it all his life.

This stage should be the focus of Chinese teaching in grade three, even if you can only write a high-quality article in this stage, that is success.

Third, the writing stage: The core of teachers' teaching at this stage is to enable students to write an article expressing their main meaning and thoughts and feelings on the basis of mastering paragraphs

In order to enable students to write an article with flesh and blood, we should grasp four teaching steps: First, teach students the concept of writing, that is, a good article is composed of many paragraphs. Teaching students to arrange articles according to the frame structure of "total writing (only one paragraph)-sub-writing (many paragraphs)-total writing (only one paragraph)" teaches students to arrange the skeleton of articles, which is like people or animals. Having a skeleton will support the context of articles, which should be the focus of fourth-grade teaching; The second is to teach students rich words and various rhetorical devices that can describe psychological activities, and enrich the ability to describe sentences, so that words can express their meanings and sentences can express their hearts (or thoughts and loves and dislikes), which is like the flesh and blood of articles and can enrich the core of Chinese teaching, which should be the focus of fifth and sixth grade teaching; Third, it can teach students to write various literary themes. In primary school, the theme of composition is nothing more than narrative (remembering people's notes), travel notes, letters, simple expositions, poems, etc., but the author thinks that the most used ones are narrative, letter articles and travel notes. If the theme is different, it is necessary to teach students different writing methods. This is a routine skill that teachers must master, and they must not grasp the theme poorly. This is also an important task for the fifth and sixth grades; Fourth, we should teach students writing skills, such as flashback writing, interpolation writing, description of psychological activities, writing according to the development order of things, writing according to the six elements of narrative writing, starting with the article at the beginning, taking care of the ending, etc., all of which should be primary and secondary, and don't talk nonsense and describe them one by one. Skillful writing can find out the model essays of similar articles for students to read more, and repeated experience will enlighten them.

In short, composition teaching in primary schools is the focus of Chinese teaching in primary schools. Teachers should not simply deal with it in teaching practice. When teaching composition, they will put out the composition topic, "Students, today is the composition class, and this is the topic. Please write well". Writing teachers should also give students a good guide class and teach them how to write, so that students can start writing. At the same time, they should give a good lecture and evaluate students' writing, which sentence is the most beautiful, which place is not detailed, which place is not properly arranged, etc. These are all problems of teaching students how to write. Only by grasping the three teaching stages of composition teaching in primary schools step by step, teachers can make students write, and when you correct your composition, you will read it because of you.