A journey of a thousand miles begins with a single step.

Reading must be intentional, and a journey of a thousand miles begins with a single step.

-Strategies to guide students to make sentences in lower paragraphs

Abstract: As we all know, sentences are made to train students' language expression ability, not to cope with homework and exams. Creation is the key to developing students' thinking ability. Therefore, when guiding students to make sentences, we should pay attention to developing students' ideas, inspire students to think independently, write sentences completely and concretely, let students really learn to use them, and make sentence-making teaching play its due role. The author of this paper starts with imitation and makes a complete sentence; Strike while the iron is hot, expand and extend; Correctly evaluate and promote development. I will talk about the practice of guiding second-year students to make sentences in three aspects and share with you.

Keywords: sentence-making in lower grades

Small talk:

Occasionally chat with several senior teachers. During the chat, the senior teacher talked about a headache, that is, students' writing ability is really poor. Some prefaces don't match the last words, some just say a lot of diseases in one sentence, some sentences are insipid, some are empty words and lies, which make people unable to change-

Thoughts brought to me by chatting;

A composition is composed of sentence by sentence. If the composition is compared to a house, then the sentence is to build a house brick by brick. Only when the quality of bricks and tiles is good can the quality of the house be guaranteed, otherwise it will only be a dangerous building. So I think we should strive to ensure the quality of a sentence when we "write a sentence well". The poor writing ability of senior three students is largely due to the failure to achieve the due purpose when writing sentences in the next paragraph. I didn't pass the exam when I wrote the sentence. So what should be the goal of writing sentences in lower grades? "Chinese Curriculum Standard for Primary Schools" clearly points out the requirements of writing teaching in the lower grades of primary schools: 1, interested in writing, writing what you want to say, writing what you imagine, and writing your own understanding and feelings about things around you. 2. Willing to use the words learned in reading and the words in life in writing. 3. According to the needs of expression, learn to use commas, periods, question marks and exclamation points. To put it simply, primary school students in lower grades can write a sentence, a paragraph (a sentence group) correctly, completely, fluently and concretely. Sun Ernv, a special-grade teacher in Beijing and a researcher in Daxing District of Beijing, said in an interview with China Teachers' Daily that "writing in the lower grades of primary schools is the initial stage of composition teaching and an important foundation for composition teaching in primary and secondary schools. Learning to write is like a child learning to walk. You can't force him to leave when he is standing firmly, and you can't force him to run when he leaves. Writing is the same, you also need to go through the process of' standing firm',' walking' and' running'. In other words, writing a good composition should start with' standing firm', that is, practicing speaking and writing, which is the premise of writing a good composition. The lower grades of primary school are in the stage of speaking and writing. " Teacher Sun also said, "In the lower grades of primary school, it is mainly to cultivate and train students' ability to practice and refine sentences, which is an indispensable basic skill for learning composition. Only when the basic skills of sentence-making are well laid can we prepare for sentence-making and composition in junior and senior high schools. At this time, if the basic skills are not well laid, students will have to eat' uncooked rice' in the future, and it will be too late. "

Sentence-making is a kind of training to write sentences. I opened the first volume of our second grade, the Chinese classroom exercise book, and counted * * * 22 words to make sentences and 4 related words to make sentences. These sentence-making exercises are to lay the foundation for students to write words and compositions in the future. Yeah, why didn't I think of that before? I only regard "sentence making" as a simple homework problem, which is a measure for all students: when "sentence making", the specified words can be used, the sentence is complete and there are no language defects.

From then on, I realized that my requirements were too low, and "making sentences" was by no means that simple. As a junior Chinese teacher, I should cultivate students' "sentence-refining ability" in a down-to-earth manner, help them "stand firm" and lay a good foundation for "walking" and "running" in the future.

Exercise:

First, imitate the beginning and make a complete sentence.

Imitation is the forerunner of creation. For junior students, imitation is particularly important on the basis of accurate understanding of the meaning of words. Let the students carefully read the example sentences in the text, understand the application methods of words in the text, transfer and apply knowledge, and form their abilities.

For example, when the instruction is made with "as long as ..."

(1), as long as it is sunny tomorrow, we will ().

(2) As long as (), we can make snow dolls.

(3) As long as I (), I ().

Because the design of fill-in-the-blank is gradually advanced, students make sentences with the examples of the text as the guide, step by step, and sentence-making training is natural and smooth. The students easily made sentences such as "As long as we sweep the floor carefully, our hygiene will not be deducted" and "As long as there is a heavy snow, we can make snow dolls". The advantage of doing this is to reduce the difficulty for students with poor learning foundation and help them understand the meaning of words faster. At the same time, let them have no fear of making sentences and stimulate their interest in learning.

Second, strike while the iron is hot and expand the results.

By this time, it would be a pity if the teacher stopped guiding. A student can make such a sentence, which only shows that he is "on the right path", and the more exciting thing is yet to come. In the usual teaching, the author often gives further guidance to guide students to start from multiple angles. There are several ways to expand:

1, expand the content.

For example, when teaching the word "already" to make sentences, the children created "I have grown up" on the basis of imitating the text sentences. "I'm in the second grade." "I have finished my homework." Similar sentences. These can be said to be completely correct and meet the requirements. But the author thinks that this is just a "off-line", and the second-year students should write more specifically. So the author guides the students to change the period into a comma. "I grew up, what have I changed?" The students' ideas were broadened at once, and some said, "I have grown up and can wash my socks myself." Some said, "I am old enough to comb my hair by myself." Some said, "I am old enough to go to school by myself." Others said, "I want to do my own thing when I grow up." ..... The same sentence, after inspiration, the sentences written by students are completely different from those before. This is "refining sentences". If students persist in this way for a long time, they can develop good language habits and write specific sentences. Therefore, the author thinks that we can't satisfy students' sentences too easily, and sometimes we should be careful to tick the red tick.

2. Change the angle.

For example, when learning 2 1 "From now on", there is a supplementary sentence in the "Classroom Workbook":

Owls are very proud when they think that they have become the "king of beasts".

That's great.

Influenced by the text, students are limited to "Kangaroo thinks he has become the king of beasts, and he is very proud." "The monkey thinks he has become the king of beasts and is very proud." So, the author gives some guidance: what can I say except extreme arrogance? The students immediately thought of "extremely happy", "extremely beautiful", "extremely happy" and "extremely sad" ... The author led: "Who is extremely happy? Why are you so happy? What is beauty? " The children immediately said, "The teacher praised me, and I was extremely happy." "I am very happy when I think that my birthday is coming." The change of angle inspires students' thinking, and students' thinking is opened, and the sentences made are extensive, so the sentences made are "living". At the same time, the classroom atmosphere has also become active, and students' enthusiasm is also very high.

3. Expand sentence patterns.

There is often a pattern phenomenon in sentence-making of junior students. For example, using "happy" to make sentences, many students have made sentences like "children have a good time". The meaning of a sentence can't be incomplete, but it doesn't have much effect on thinking training.

According to the characteristics that junior students have a good grasp of basic sentence patterns, guide students to use the method of expanding sentence patterns to inspire students to say: What more specific aspects can this sentence add? Students expressed their opinions one after another, and some said: add "when"; Some said: add "where"; Other children think outside the box and say, Can you also talk about why you are "happy"? The students' thinking suddenly became active, and the sentences were rich and colorful.

In order to help students make all kinds of sentences, we can also instruct students to make sentences with different sentence patterns, not only general declarative sentences, but also exclamatory sentences, interrogative sentences, "ba" sentences and "bei" sentences.

Extended syntax not only further consolidates basic sentence patterns, but also expands students' thinking, from simple to complex, from easy to difficult, and guides students to create concrete sentences with different contents and forms step by step.

Third, correct evaluation and promote development.

1, you can't kill it with a stick.

The Chinese curriculum standard points out in the teaching proposal that writing and practice in grade 1-4 is to reduce the difficulty in the initial stage and pay attention to cultivating students' interest and confidence in writing. Therefore, we must not simply make mistakes in students' sentences, but should point out students' mistakes and give corresponding guidance. For example, when using the word "elephant", some students wrote: The moon is like a boat. When I got this sentence, I didn't type it wrong immediately, but guided the students: When is the moon like a ship? The moon on the fifteenth is not like a boat? The student realized his mistake at once and corrected it at once.

2. Tell the truth.

Making sentences is the beginning of composition. The lower grade is the initial stage of learning to use language; At this time, it is necessary to cultivate students' awareness of telling the truth and telling the truth. Otherwise, how can middle and senior students express their true feelings in writing? In my usual homework, I often encounter such a sentence: "Mom took me to Beijing to play." "I took all the apples." "I'm already in junior high school." We encourage students to "write what they want to say", but we are absolutely not allowed to lie. The author has been asking students to say "true stories" when making sentences.

Making sentences and telling "true stories" can encourage students to pay attention to and observe from time to time in daily life, which is conducive to the formation of students' Chinese literacy and cultivate students' excellent quality of seeking truth and kindness from the personality level. Its necessity is self-evident. It should be the knowledge of all Chinese teachers to ask students to tell the truth in sentence-making exercises.

Sentence-making teaching, from guiding students to understand words, imitating example sentences and using various methods flexibly to correcting sentences, is closely linked, which organically constitutes the whole process of sentence-making teaching. Of course, the methods of sentence-making training are varied and flexible, which is only the author's personal practice.

A journey of a thousand miles begins with a single step, and tall buildings rise from the ground. As an elementary school Chinese teacher in the initial stage, the author wants to say:

Don't treat sentence-making as a simple homework problem.

Carry out sentence-making teaching in lower grades in a down-to-earth manner.

Don't let children feel how boring sentence-making is.

Let children regard sentence-making as an opportunity to show themselves.

Don't let children feel that making sentences is free.

Let the children write every sentence carefully.

I will continue to work hard for the children's tomorrow!

References:

1, Chinese Curriculum Standards

2. A new educational topic of "starting from cultivating interest and starting from speaking and writing"