How to do a good job in composition teaching in primary schools?

How to teach low-level composition from scratch? For a long time, students are afraid of writing and their writing level is low, so composition teaching in primary schools has become a difficult point in Chinese teaching. To be proficient in teaching and writing, students need to work harder in peacetime. Whether the initial teaching of junior composition is successful or not and whether the foundation is solid has a great influence on students' writing level in the future. How can we let students fully display their personality and write a composition with sincere childlike innocence? As a primary school Chinese teacher, students should have a planned, purposeful and focused composition training as soon as they enter the school gate. First, firmly control the teaching of Chinese characters, words and sentences and practice basic skills. The main teaching tasks of junior Chinese teaching are "Chinese Pinyin, Literacy, Learning Words and Sentences, Reading". Teachers should grasp the internal relationship between these teaching contents and the initial composition teaching, pay attention to teaching, and comprehensively cultivate and improve students' Chinese literacy, so that the teaching of pinyin, literacy, words, sentences and reading can lay a solid foundation for the initial composition teaching. In the initial training of composition, teachers should first guide students to read, learn words and write sentences well. Among the basic skills that constitute students' expressive ability, fluency in sentences and no typos are the most important. Therefore, in the initial composition training and even in the composition teaching of the whole primary school stage, we should attach great importance to the training of fluent sentences and not writing typos. Only through strict training in diction and sentence making can students learn to write whatever they want: accurate words and fluent sentences, and then they can really write a good composition step by step. In addition, the first and second grades of primary schools should pay attention to students' oral training. The research on children's psychological development shows that generally three to eight years old is the best period for children's intellectual and language development. At this time, the intellectual potential and language potential of primary school students are great. They often interrupt when adults are talking, like to get to the bottom of it, and love to watch and listen. Teachers should make full use of speech training classes according to children's psychological characteristics, put the development of children's thinking in images and oral language in the first place, and gradually standardize oral language on this basis to improve oral expression ability. For example, let students look at pictures and talk, make up fairy tales, and standardize oral expression through imagination. Einstein said, "Imagination is more important than knowledge." Creative imagination is a necessary condition for students to carry out creative learning and activities, so teachers can make full use of illustrations in teaching, put themselves in the picture, regard themselves as a part of adults and things, connect themselves with the surrounding scenery, make up scenes and practice oral English, and only when students write their inner feelings will they be willing to speak and write; On the contrary, I can only write for the sake of writing. That's not what I mean. I have racked my brains to regard writing as a chore. Second, theory, in order to write a basic composition, is actually written on paper. Mr. Ye Shengtao said: "The natural order of composition should be that I know things, and I have feelings in my heart, and the waves of feelings are impacting me. When I have the desire to talk, I want to talk, so the article was born. " Therefore, if you want to write a good composition, you must first start from speaking. In the usual teaching, I find that reading a diary is a good way to "talk". Pupils have a strong desire for self-expression and are eager to be appreciated by teachers and classmates. Seize this feature and set aside some time every week for students to go to the podium to read diaries. I will give timely encouragement to some good diaries or diaries improved on the original basis. Especially those students who dare to write their own psychological activities and thoughts, and those who can stick to their own understanding and express their own personality, should be strongly encouraged, thus giving students a hint: write real things, express their true feelings and show their unique personality. Secondly, make full use of "lecture". In junior high school Chinese teaching, every class is a good opportunity to cultivate students' oral ability. First, ask the students to answer the teacher's questions in complete sentences without saying a word. If a student says half a sentence, the teacher will ask him or her to repeat it until it is complete. Teachers should not be afraid of trouble and keep training. Second, in literacy teaching, we should conduct oral training based on the principle that words cannot be separated from words and words cannot be separated from sentences. For example, when teaching the new word "water", the teacher asked the students to use the word "water". A student made up the word "drink water", and then the teacher inspired him "who drinks water?" The student answered a simple sentence "I drink water", and the teacher continued to inspire him "Where do you drink water?" The student replied, "After class, I drink water in the classroom." If every new word teacher can do this kind of training, students' oral ability will be fully trained, students will be able to make sentences with words smoothly, and they will develop the literacy habit of not leaving words and sentences, so there is no need for teachers to guide them step by step. Third, make use of every opportunity to let students practice speaking, two or three minutes before each class. According to the seating order, everyone said a word, and the classmate in front made a mistake, and the classmate behind corrected it. After speaking, they made a simple appraisal, mainly to find out incomplete sentences and correct them, and to praise the students who spoke complete and vivid sentences. In this way, in a short time, every student has the opportunity to practice by speaking, listening, thinking and speaking. I practiced thirty or forty sentences in two or three minutes, which really got twice the result with half the effort. Don't completely deny students who can't speak at all. First find out the bright spots, find out the places worthy of affirmation and praise, and then point out the bad and insufficient places to make him understand. The teacher's language should be euphemistic and pleasant, with a discussion tone, and other students can also help point out the advantages and disadvantages, and then let him experience the revision. In this way, the timid dare to speak, and the bad ones make progress. One brings another, one influences the other, and it gets stronger every day ... The classroom speech is active, and the more people want to speak, the more people will speak. Third, create various oral situations for students. For example: What cartoons do you like to watch? Tell them to everyone. What games do you like to play, how to play ... what delicious food did you eat last night; How do you plan to spend your birthday ... playing games, telling stories, telling jokes, guessing riddles, chattering back, parroting and so on can all be the source of students' speech and the way to train students to speak boldly. Third, guide students to observe and think with emotion. The transition from "speaking" to "writing" does not necessarily mean that students can write good articles with a solid writing foundation. They must also observe carefully and think deeply. Teachers can lead students to observe things inside and outside the school in a planned and organized way. Read more, talk more and think more, so that everyone can have a new understanding of those neglected things. In observation, we can focus on the whole first, and then on the part. Take the observation of the school amusement park as an example, let everyone focus on the key points from far and near, and also write about the movements and feelings when sliding the slide. By observing the flowers and trees in the school, we can master their colors, shapes and smells. In this way, some students who are good at observation and careful observation can write small compositions with rich content and clear organization. In life, the development and changes of the surrounding things can be the source of students' learning and writing. The same thing feels different in four seasons, and it feels different when it is dark and round. As long as students know how to observe and pay attention everywhere, they will perceive more content and write a better diary with true feelings. Fourth, give full play to the role of teachers. Teachers should make full preparations for students' composition training. This preparation is first of all the preparation of materials, such as consciously organizing some activities. When carrying out activities, students are not informed of the main purpose of the activities in advance to avoid students' ideological burden. However, teachers should know well and use cameras to guide them in the process of teacher-student activities. 2. In composition training, teachers should write more "water" compositions and practice writing more. Teachers' writing practice can be students' model essays, but most of them should be a process in which teachers try to understand students' minds, study students' language characteristics and understand students' writing mood. On this basis, we should guide students' development according to their thoughts and language characteristics, instead of using teachers' adult thoughts and language to bind students' thoughts and restrict students' language. Through the teacher's personal writing experience and reading the students' compositions, we can more truly feel where the students have made efforts and where they deserve praise. Persisting in practicing writing with students can not only guide students to write with a clear aim, but also cultivate good writing ability! 3. Comment on students' compositions in time. Teachers should adhere to the principle of making the composition full of happiness and students willing to write, grasp the key points, do not look for trivial problems, and grasp the main problems shared by the whole class in every composition training. When commenting, we should talk less and listen more, talk less and practice more, criticize less and encourage more, criticize more and change less (focus on guidance). Especially for students with low writing level, we should see their strengths and their progress, even a little progress, and find opportunities to praise them in public appropriately, enhance their self-confidence and be willing to make persistent efforts. In this way, students can improve their composition every time, and composition training is easy to see the actual effect. In a word, there are many problems in composition teaching, which need us to explore and discuss constantly.