Urgent urgent....composition

Feel in the experience, generate in the open--Composition teaching diary Lu Weizhong 213233, Taoxi Central Primary School, Jintan City, Jiangsu Province Keywords: experience, feeling, openness, generation Content summary : How to solve "what to write", "how to write" and "how to guide" in composition teaching has always been a major problem that troubles front-line teachers. The "New Chinese Curriculum" points out: Students are the main body of composition, and students have their own opinions and requirements on composition. Students should be allowed to write independently according to their psychology of writing, and the initiative in composition should be returned to students. Full attention should be paid to providing students with vivid and lively practice situations. From this, generative composition was proposed. This article records in the form of a diary the process and experience of the author personally guiding students in generative composition. Recently, I have read many articles on composition education reform. Many viewpoints in these articles are constantly presented in my mind, which triggers my reflection on composition teaching. After reflection, I often feel the urge to try. So I recorded this period of thinking and exploration on composition teaching in my teaching diary. March 13 Qing This afternoon is a composition class. Before class, I opened the textbook as usual. An inexplicable worry came to mind. On the one hand, this worry came from the fact that there were too many formulaic and knowledge-based things in the composition preparation; on the other hand, it came from the helpless expressions of the students every time they wrote. If today's composition is still written in the original style, the effect will definitely be obvious. I thought hard about ways to improve teaching, but in the end I couldn't. The class bell rang, and I walked into the class with thoughts. Facing the students' eyes and the few rays of bright sunshine coming in from the window, my mood became much brighter. So, I started chatting with them: "Students, spring is here, the grass is green and the flowers are blooming. In this sunny weather, what do you most want to do?" Then I continued my topic. , they expressed their thoughts: "I want to lie on the green grass and have a good sleep."; "I want to experience the beautiful spring for myself."; "I want to go to Changdang Lake to see where the greenery is. "I want to go for a ride in the warm spring breeze." The conversation that aroused their interest reminded me of a passage in the new course. Teachers should actively interact with students in teaching tutorials and develop together... Focus on cultivating students' independence and autonomy, guide students to investigate, explore, and learn in practice, and promote students to actively and individually develop under the guidance of teachers. Learning. Pay attention to the psychological needs of students and create a learning experience environment that can guide students to actively participate. "I was inspired, why not use their needs as the content of this composition. So, I couldn't wait to say: "Students, do you want to play?" Their answer was an unusually loud "Yes!" "Hey, so many students want to go out to play, so where can we go to play?" "Go to Changdang Lake!" "Go to the fields!" "Go to our glory!" Everyone had different opinions. "There are so many places that students want to go, but I can only take you to one place today. Please tell me what you are going to do next. Why do you want to go to that place? Is there anything worth seeing? Think about it and express it in your own words. Which student writes the best and attracts everyone the most? We will take his suggestion and go there. Do you want to go where you want to go? Then go and work hard!” The student started to imagine where he wanted to go, and his expression was so focused, I was so moved. Following the sound of "rustling", students soon raised their little hands excitedly and couldn't wait to exchange their opinions. Finally, in the collective judgment of the students, they all agreed that Ding Ling’s expression was the most reasonable and agreed to go to the place she introduced - Changdang Lake. In the second class, I took the students straight to Changdang Lake. There are not only withered grass, yellow leaves, and reeds, but also rippling blue lake water and lush green crops, which are lush and green without any sense of desolation. As soon as the children arrived on the lake embankment, they fell and rolled around beside the embankment. They were so unhappy. When they were tired of playing, they went to pay attention to the scenery by the lake. One said: "Changdang Lake is so beautiful!", and the other said: "Changdang Lake is so big!". At this time, I took the opportunity to guide them to observe writing. March 18th It was cloudy and drizzling. Although the weather today was not very good, I was in a particularly good mood.

I used to get more and more irritated when I read students' compositions, but now I don't feel that way at all. After reading two sets of compositions in succession, I still have no intention of taking a break. There is an indescribable feeling in my heart, and I often applaud the students' compositions from time to time. Could it be that the students have changed, or...? I was so deeply intoxicated by the students' compositions that I still vividly remember the wonderful fragments they described: A. The sun gradually went westward, and the colorful sunset saw him off. At this time, the lake was covered with A layer of gold. Suddenly, several dazzling little red dots came into my eyes. Taking a closer look, it turned out to be a few small red flowers in bud among the green leaves by the lake. The flower buds were very full. It seemed that with one more night of spring breeze, she would be able to bloom with a red face. Several winter jasmine flowers nearby were competing for each other In full bloom, the branches are in full bloom. Several little swallows flew freely past the flowers. Facing this situation, I really want to recite a poem: "The lakes and mountains are harmonious, and the swallows and flowers are harmonious." B. From a distance, Changdang Lake looks like a long shawl of a girl, constantly fluttering in the wind, which makes people have many reveries; from a close look, Changdang Lake looks like a gentle mother. Breasturing the mountains around her with her sweet milk. C. Standing on the lake embankment and looking at the greenhouses in the surrounding hometown, they are like mushrooms, evenly planted in the fields; in the evening, farmers enter the greenhouses one by one to fertilize various vegetables. Just like the Mongolian people's yurt, it blends harmoniously with the surrounding lakes and mountains, giving it a unique scenery. D. As soon as I arrived at the lake embankment, I was like a free bird, shuttling under the willow trees and flying among the cauliflowers. I'm excited! I'm happy! At this point, I seemed to have completely integrated into nature. I want to kiss the drooping willow branches, taste the sweet lake water, and pick a wild flower to wear on my head. I was so intoxicated that I ended up lying on the grass beside the embankment and enjoying the fragrance of the earth. Facing these exercises, could it be that the students have changed, or...? I have to start from my teaching consciousness: because I did not impart detailed writing knowledge and so-called "guidance" before the exercises, but gave the students the autonomy of writing, so the students had different ideas; in addition, Students have these "unique and real feelings" through personal experience of life. If students do not have profound experience, if students do not observe attentively and practice attentively, they will not write such a completely different article. The students have not changed, perhaps it is the improvised teaching in my subconscious that has played a role! March 19th The time has come for the essay review of "The Clouds Turn to Sunny". I am holding a few carefully selected masterpieces and eagerly want to read these essays to everyone. However, as soon as I walked into the classroom and looked at their expectant eyes, my original plan was once again broken. "There is no best, only better!" Isn't this a true portrayal of this composition? I tried to read every student's composition. Every time I read a student's composition, the eyes of expectation turned into eyes of joy, and a smile filled my face. In anticipation, the bell rang again, but the students were still unfinished. They were immersed in In the beautiful situations described in each essay, not a single student failed to concentrate. Was it my reading that moved them, or was it the beautiful situations described in the students' exercises? Is it the charm of the language itself, or are they still enjoying themselves in the places they visited? I don't know! Seeing that the time for get out of class was getting closer and closer, it seemed that it would be difficult to read all the students’ essays one by one, so I said: “Teacher, time does not allow me to read every essay, but I can’t bear to stop here.” "The teacher wants to ask everyone's opinion whether to continue reading, or should the teacher choose to read a few articles from the unread articles?" At this time, some students said that they should choose a few articles from the unread articles to read; I insist that I should continue to read all the articles written by my classmates. In the end, I had to decide by a show of hands.

Unexpectedly, there were more students who insisted on reading than those who asked to choose a few articles. I had no choice but to pick up the composition and read it again... March 22, Sunny. In the past few days, I have been thinking about such a question. : In the past, some students were afraid that the teacher would read their articles. Why do they insist on reading every student’s article today? Are they doing well? No, absolutely not! Where is what? The experience of this composition flashed clearly before my eyes, which gave me a lot of rational thinking: in a closed state, it is difficult for students to activate their thinking, and their desire for language expression is also at its lowest. Students need to be exposed to open situations in order to have the desire to express themselves. This kind of open situation must be random and cannot be preset in advance. The preset situation can only mobilize students' temporary passion and cannot win their lasting attention. In teaching, teachers need to openly generate composition situations from students based on their actual needs and let students experience the process of a composition situation. This kind of teaching is the ideal way to teach composition. After experiencing this composition, I had to think about some of the more rigid practices in my original composition: implementing closed composition teaching based on the system of textbook arrangement, without scientific exploration of the composition teaching system, and integrating these composition system requirements into Students are allowed to experience a complete composition process in situations that are spontaneously generated by students. Therefore, students are not interested in writing and cannot write some compositions with innocence, childlike interest, and childlike innocence. Generative classroom teaching is one of the main topics discussed in current classroom teaching. Only what is generated in the classroom is the most vivid classroom teaching resource. Only when teachers fully grasp and tap this classroom teaching resource can they make the classroom full of vitality. Covering my head and meditating, my heart is still the same. These composition teaching diaries record my understanding and experience of the generative teaching resources in the composition classroom. This practice allowed me to taste the sweetness of the teaching reform: students' fear of writing is gradually weakening, and students' desire to express is gradually increasing. This is enough for me to firmly believe that generative composition classroom teaching will be my eternal pursuit.