A summary of Chinese composition teaching in primary schools

A summary of Chinese composition teaching in primary schools

Primary school composition is an important part of primary school Chinese teaching, and the purpose of teaching is to let students express what they see, think and hear through words. This is the summary of Chinese composition teaching in primary schools that I recommend to you. Let's have a look.

Summary of Chinese composition teaching in primary schools —— Composition teaching is a very important part of Chinese teaching, accounting for half of Chinese subjects. Doing composition teaching well will grasp the "backbone" of Chinese teaching. However, our students' writing level is generally low. Most of them are afraid to write, so avoid writing. This pen seems to weigh a thousand pounds, and they can't write a word for a long time. This is an urgent problem in composition teaching. I think teachers are the cultivators, inducers and motivators of students' interest in writing. How to improve your writing level, make yourself energetic, happy and good?

First, the incentive method is a writing method that gives students a positive and encouraging evaluation in oral or written form. Students' composition, whether expressed orally or in writing, teachers' comments and corrections, whether in person or in writing, should find its strengths, find its highlights, affirm it, encourage it and inspire it. Don't ask students with your own eyes and criticize their compositions. Let students see the dawn, future and hope of their writing through a sweet smile, a warm word and a comfortable comment from the teacher. In fact, every student has the ability to write. It is conceivable that how can a person who can't write finish the Chinese test paper? How can I go to school and enter junior high school or high school? Therefore, when teachers come into contact with a new class, it is necessary to induce students to build confidence in writing. In writing class, we should fully affirm students' writing ability and eliminate their fear of writing. First of all, teachers should be close to students and try to make them relax. For example, they can make up some interesting stories for students to arouse their interest in listening to them. Then, they should consciously find some students who are afraid of writing to make up some interesting stories, fully affirm that the stories made up by students are a good composition and stimulate their interest in writing. When correcting compositions, teachers should never use comments to dampen students' enthusiasm. Even when encountering plagiarized articles, teachers should hold back their temper. If they give a batch of "plagiarism is shameful", I am afraid it will hurt students' self-esteem and dampen their enthusiasm for writing. Students plagiarize their compositions, in fact, to a great extent, they have a psychology of wanting to write a good composition. Therefore, teachers should take advantage of the situation, such as commenting on "This composition is very successful, it is a good idea to imitate other people's articles, and it would be better if you can turn other people's languages into your own, and I believe you will do the same", so that students can re-understand their writing behavior through teachers' comments, stimulate their writing desire, and thus improve their writing level.

Second, practical law.

Practice method is a writing method that allows students to know things and understand the truth through personal experience. Literary creation comes from life, which is rich and colorful and full of true feelings. It can be said that you don't know the taste of pears without eating them. Who doesn't want to wander in the rushing river and experience that thrilling feeling? With such vagrancy and experience, there will be creative materials, passion for writing and articles with true feelings. Before writing, students can do some personal experience activities, such as taking a stone to school, carefully observing its shape and color, knocking on it, listening to its sound, crushing it, analyzing its texture, and then associating it by looking, touching, listening and knocking to explore its deeper meaning. Doing some practical activities like this will definitely make students interested in writing. We can do more such activities, for example, let students pick up a leaf, pick a small flower, hold a handful of soil, observe its shape and color, and taste its taste ... Students must be deeply impressed by their personal experience, and naturally they can write what they see, hear and feel.

Throughout ancient and modern times, at home and abroad, which famous artist's creation is not the result of personal experience of life? Without Sima Qian's investigation of the north and south of the historical river, there would be no grand historical masterpiece Historical Records. Without Marx's personal participation in the workers' revolutionary movement, how could Das Kapital appear? Without Gorky's wandering life, there would be no autobiography trilogy "Childhood", "On Earth" and "My University". It can be said that experiencing life is the need of interest and the source of writing interest, which is of great help to improve writing level. Third, observation is to guide students to observe the natural scenery and human landscape on the spot, thus stimulating students' interest in writing. Nature is beautiful and magical, which will bring us endless fun and leave us unlimited imagination space. The ancient history and splendid culture have given us profound thoughts, reverie and the source of knowledge, which is the driving force of our creation. Only when you are there, can you have real feelings and write touching articles. Otherwise, students' compositions will be patchy and scrawled, even if the articles written are boring.

Fourth, the example method

Example method is a composition teaching method to learn the strengths of others through examples. This can be done in various forms, such as reading excellent model essays, reading excellent compositions of students in this class, and teachers can also give students more water compositions. People say that "you can recite 300 Tang poems without writing poems", but I want to say that "you can recite 300 compositions without writing". I think, as long as students have a lot of model essays in their hearts, how can they not write them?

V. Mutual evaluation method

Mutual evaluation is a composition teaching method in which students evaluate each other and revise their compositions in order to make progress. Giving students the right to correct their compositions does not mean that teachers can reduce their workload and sit back and relax. On the contrary, teachers will work more. Because teachers should give proper guidance and guidance and try to teach students the methods and skills of correcting compositions, this is a meticulous and long-term work. Teachers should gradually improve students' understanding of composition correction and correct students' attitude with great enthusiasm and patience. As the saying goes, "Give people fish for a meal. Give people fish, and you will benefit for life. Therefore, "the power of teaching lies in guiding, transforming and enlightening. "When guiding and inspiring students, we should pay attention to cultivating students' self-study ability and let them correct their own or classmates' compositions. Only in this way can students truly enjoy learning, not be afraid of writing and constantly improve their writing level. In this way, students can learn from each other, improve each other, arouse their enthusiasm and stimulate their interest in writing.

"The blade comes from sharpening, and the plum blossom is bitter and cold." The author believes that long-term persistence and perseverance will certainly cultivate students' strong interest in composition and improve their writing level.

An overview of Chinese composition teaching in primary schools Composition has always been a headache for teachers and students in our school. In the past teaching, teachers spent a lot of energy to guide and correct compositions, but students were still afraid of taking composition classes and writing compositions. For Chinese teaching in our school, composition has become a big problem for Chinese teachers, and homework has become an arduous task for students. In order to make students love writing and write well, we have made a lot of efforts, but the results are not great. Faced with composition teaching, Chinese teachers feel at a loss and at a loss. This semester, under the leadership of teacher Zhang XX, the workshop of famous Chinese teachers in XX primary school put forward the practical research on the combination of writing and reading in junior and senior high schools. This research activity is like giving timely help in the snow, which is deeply loved and supported by Chinese teachers. Through the lectures, lectures, evaluations, discussions and reflections this semester, I have seen our little gains, and we are very pleased. Now I will make a simple summary of the study and discussion activities this semester.

First, listen to the seminar and learn the methods.

This semester, students in our school's studio participated in a series of composition teaching seminars held by the county famous teacher's studio in XX primary school, XX primary school, XX primary school, XX primary school and XX primary school respectively. In the real classroom observation and study, I have an understanding of middle school students' starting point composition teaching, interesting activity writing and reading composition teaching, and unit theme composition teaching method from scratch. During the activity, I also had the honor to listen to teacher Zhang XX's composition lecture, composition teaching under the guidance of 20 1 1 version of Chinese curriculum standards, and composition teaching in games. Through learning, we know that writing teaching should strive to achieve two points: 1, and reduce the difficulty (from easy to difficult, low starting point, small steps, gentle slope), in which parody is a good springboard, and only the same can achieve the same. I often tell students that writing is inseparable from reference and imitation, but what really touches people's hearts is their painstaking creation. 2. increase interest. Create situations and try to mobilize students' writing motivation. Before writing, the Chinese teacher must do everything possible to make students feel the impulse to write, so that students are willing to write. With interest, students' interest can be easily ignited and they are willing to write, so there is hope for solving other problems, and sometimes they can get surprises outside teaching.

Second, practice in person and improve the application.

Only when teachers apply what they have learned can students benefit greatly. In order to promote the use of the project of the county studio to study the implementation plan of the practical research project of "combination of writing and reading" for middle and high school Chinese in primary schools, the lesson of presenting exercise materials put forward in the practice project is practiced; Theme reading sharing class; Writing and reading classes for fun activities; Teachers and students read classic classes, and our school has carried out a series of discussion activities in various forms and channels, such as centralization and decentralization, learning and practice, reflection and communication. For example, introducing new teachers and leading teaching activities; "My classroom is like this" Chinese teaching evaluation activity; Send teachers to the countryside, etc In the seminar activities, our students lead some young new teachers through guidance and demonstration, so that they can grow up rapidly. In order to improve students' practical ability in education and teaching, according to the plan of the studio, the students also took seminars: for example, teacher Cha XX attended the lotus leaf Yuan Yuan and four suns in the first grade, and her class focused on stimulating students' interest in learning Chinese. She strives to create a good situation to encourage students to ask questions actively, and is good at discovering the sparks of students' creative thinking, so that students' thinking is always active, thus making the classroom full of vitality; Teacher Wei XX took part in oral communication exercise 2 and speech in grade five. She led the students to review the speech made by the leaders on duty under the national flag, and gave them a preliminary understanding of the format of the speech. Because students listen to it every Monday and get familiar with it, it immediately arouses students' interest. In addition, it is easier for students to write speeches about running for class monitor, which is close to students' life. Teacher Wang XX had an unforgettable first time in my dream in the sixth grade. At the beginning of the class, she gave an example of being cheated as a child and made a speech on the theme of "Being cheated for the first time". When she spoke, she guided the students to guess, which not only stimulated the students' desire to speak, but also broadened their thinking ... We participated in every activity, and the mode was basically the same as that of the county famous teacher studio. Every time after class, teachers are required to write reflections, sum up experience, find shortcomings, and strive to carry forward advantages and overcome shortcomings in future teaching. Every activity has traces of pictures, teaching design and teaching reflection. In short, through personal practice, the five students have matured very quickly and their classroom teaching ability has been greatly improved.

Third, guide migration and pay attention to accumulation.

Reading is the basis of writing. Without reading, there is no source of writing. In the usual classroom teaching, we try our best to let students read purposefully driven by "writing". 1, combined with teaching materials, flexible use of teaching materials is the best template for our Chinese teaching practice. Combining with the teaching materials, using the teaching materials flexibly and paying attention to the imitation training of sentences, paragraphs and texts will make our classroom oral practice receive unexpected results. So as to improve students' oral expression ability and writing level. 2. Pay attention to the usual accumulation. It wasn't a day's work for students to speak and write. It must be experienced and accumulated all the year round. To this end, according to the actual situation of students, we stipulate the specific requirements for reading and writing reading record cards. Give students reading methods in class, guide students to choose reading materials after class, use the learned methods to enjoy reading, and make reading record cards. After one semester, not only students' interest in reading was cultivated, but also some students' writing level was greatly improved. Every issue of the Young Pioneers Brigade newspaper Spring Bud in our school will have many unique and good compositions from real life, such as a small bag of tofu in my hometown, the Spring Festival in my hometown, the lost episode, the busy mushroom festival, the warmth in the cold wind, my best teacher and happy game activities. ...

Fourth, the existing problems

(1) Teachers' learning enthusiasm needs to be improved. Due to the tight class hours and many school activities this semester, teachers are worried that their teaching tasks will be delayed, and their enthusiasm for participating in the seminar activities of the county famous teacher's studio is not very high. It is difficult to spread the topic of the county famous teacher's studio in our school.

(2) Teachers' own level and research ability need to be improved.

If you don't accumulate steps, you will be thousands of miles away; If you don't accumulate small streams, you won't be a river. Thanks to Shiping County Primary School Chinese Teacher Studio, we gradually grew up and found our own shortcomings. In the future teaching work, we will continue to work hard to understand the spirit of the studio in time, closely combine the theory of the studio with our usual classroom teaching, and constantly improve our teaching ability.

Summary of Chinese composition teaching in primary schools Three days passed quickly. In a blink of an eye, a semester of education and teaching has ended. With the help of school leaders and colleagues, I successfully completed the work of this school year. This semester, I served as two fourth-grade Chinese teachers. Looking back on this school year, it is busy and full, and there are many places worth summarizing and reflecting. Now make a summary of this school year's work to promote improvement.

First of all, understand the actual situation of class language level.

Teaching is teaching and learning, which are interrelated and inseparable. Where there is a teacher, there must be a scholar. On the one hand, rural students' listening and speaking ability is relatively weak, and the function of Chinese language sense teaching is much more difficult. On the other hand, the students in Class 4 (2) are more active and the class atmosphere is positive, with more excellent students than Class 4 (3), while the students in Class 4 (3) are less active and the class atmosphere is rather dull. Therefore, I went too far and didn't take care of the whole. I didn't notice this when preparing lessons, so the teaching effect was not so ideal. It can be seen that understanding and analyzing the actual situation of students, seeking truth from facts, analyzing specific problems and teaching students in accordance with their aptitude have a direct impact on the teaching effect.

Second, pay attention to reading aloud and make classroom teaching "live".

Every text in the primary school Chinese textbook is a masterpiece with both literariness and aesthetic feeling. Its wonderful context description, exquisite language use, profound ideological expression and unique opinions are all important contents to guide students' perception. However, due to the limited classroom teaching time, it is impossible to guide students to experience the wonderful text one by one. In order to make these wonderful things leave an overall impression on students, we can focus on reading and guide students to read the language repeatedly, so as to understand the rich image connotation, meaning connotation and emotional connotation of the language. At the same time, on the basis of feelings, let students guide them to evaluate the text condescendingly, deepen their understanding, sublimate their understanding and fill the gaps in the evaluation. For example, in the reading teaching of "The Bridge of Life Across the Taiwan Strait", we mainly grasped the students' understanding of Dr. Li's extraction of young people's bone marrow in Taiwan Province Province in the danger of aftershocks. They risked their lives and worked hard again and again until the bone marrow of young people in Taiwan Province Province trickled out of their bodies, thus guiding students to choose the essence of their reading comprehension and make specific statements, so that they could further sublimate their understanding in their respective evaluations.

Third, pay attention to the knowledge transfer and combination inside and outside the class.

Taking classroom learning as the core, we should actively extend and expand to students' school life, family life, social life and other life fields, so as to form an orderly, interesting, powerful and effective combination of classroom training and extracurricular behavior training, and realize the overall benefit of Chinese teaching. It is an important way to stimulate students' interest in extracurricular reading by intentionally transferring the words they have learned after class to classroom learning for display and communication. It will also greatly stimulate students to develop good habits accumulated at any time in their usual study! Let students read a lot of extracurricular books; Through these collections and readings, we laid the foundation for a deeper understanding of the text. To this end, I also specially attended a Chinese comprehensive practical activity class with my classmates in Class 4 (2) to make students love reading and enrich their knowledge in reading.

After a semester of hard work, the final exam is a test. No matter whether the grades are high or low, they all reflect my teaching achievements this semester. I understand that this is not the most important thing. What is important is how to improve yourself after this semester and how to improve students' Chinese level together. Therefore, no matter how hard I work, I will continue to work hard, ask more questions, think more, learn from my predecessors and make progress.

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