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A brief analysis of primary school Chinese composition writing teaching papers

In the teaching of Chinese language in primary schools, composition is the key teaching, but the teaching of composition is also a difficulty for primary school students. The following is the content of the paper I brought about the teaching of Chinese composition in primary schools. Welcome to read and refer to it!

Paper 1 of the teaching of Chinese composition in primary schools: "A brief analysis of the teaching of Chinese composition in rural primary schools"

Abstract: Rural education is restricted by various factors such as economic conditions, regional conditions, and teaching staff. It has been unable to achieve satisfactory results for many years. There are currently many restrictive factors in rural primary education. Overcoming these disadvantages and providing students with Creating a more superior learning environment and platform so that they can receive more knowledge and enjoy more learning fun like children in cities is a common issue faced by my country's education department and rural education. This article conducts several analyzes on composition teaching in Chinese language teaching in rural primary schools.

Keywords: rural areas; primary school Chinese; composition

Primary school Chinese composition is an important teaching content in primary schools. How can teachers in rural primary schools make use of existing resources to maximize Improving the teaching effect and quality and helping students lay a solid writing foundation have become the key to the current Chinese composition teaching in rural primary schools. Teachers should change their teaching thinking, take advantage of existing resources in rural areas, use their strengths and avoid weaknesses, stimulate students' enthusiasm for learning, and help them accumulate more writing experience. Writing is an important part of Chinese teaching. For a long time, many students have been afraid of writing. They get headaches when they hear about writing. Some say they have nothing to write, some say they don’t know how to write, and some say they can’t meet the requirements. The number of words always fails to arouse the interest in writing. The main reasons are that I usually accumulate less material, have not mastered the composition method well, or have not trained properly, etc.

1. Make full use of natural resources to stimulate students’ innovative thinking

Chinese is a tool subject and a basic subject. Teachers should base on this point, pay attention to the comprehensiveness of the subject itself, and write It is a means to cultivate students' imagination and creative thinking, and it is also a platform for students to improve their innovative awareness and ability. Based on the existing teaching conditions in rural schools, teachers should first start with their own professional qualities to enrich their own experience and knowledge reserves. Only by actively changing your thinking can you find new teaching ideas. After teachers have established innovative ideas, they must actively cultivate students' innovative awareness and tap teaching resources in the natural environment. Students' interests will be stimulated in the process of contact with nature, and their ideas will also More open. ?Interest is the best teacher? Therefore, I think that in Chinese teaching activities, how to stimulate students' interest in writing is the key to improving students' writing ability. It can open the floodgates of emotion, ignite the spark of inspiration, and expand the clarity of thinking. Only when students have an intrinsic interest in composition, will they actively research and explore it, which will give them a strong motivation to use their intelligence and talents, thereby developing good writing habits and improving their writing skills.

For example: with the title "Beauty Around Me", the teacher leads the students to the fields, or organizes an outing to experience the beauty in nature, and allows students to observe the common cattle, sheep, rice, Flying birds, etc., with the help of the power of nature, teach students to observe things, grasp the beauty of things, find their characteristics, and use these as writing materials. Their compositions will no longer be empty and boring, and students' thinking will be exercised. In rural primary schools where existing teaching resources are imperfect, teachers who know how to innovate teaching, are good at using the favorable conditions provided by nature, teach students in accordance with their aptitude, use local materials, and carry out composition teaching are currently indispensable skills for Chinese teachers in rural primary schools.

2. Use diversified teaching methods to expand students’ writing thinking

When Chinese teachers in rural primary schools carry out composition teaching, they must start from the students’ learning characteristics. Students at this stage It is difficult to concentrate for a long time and they are full of curiosity about new things. Then teachers can grasp these characteristics of students and comprehensively use teaching methods, such as situational teaching methods, group cooperation methods, game teaching methods, etc., which can be very effective. Quickly focus students' thoughts, expand their writing ideas, and help students improve their writing skills.

For example: "A Unique Knowledge Contest". Judging from the title of the article, the most critical point is how to teach students to master the key points of scene description. If the teacher's reading scope is rigid or blindly Explain that it is difficult for students to find the essence of writing, so teachers can organize students to have a real knowledge competition, and use class fees to buy some prizes, divide students into several groups, and whichever group wins will be given a certain amount of money. award. Using this method, students will be very interested and their enthusiasm for participating in the activities will be very high. Because students are personally involved in it, they will remember the details of the knowledge competition very clearly. In the subsequent writing, the scene description will be more detailed. Of course, the activities will depend on the class hours and the actual teaching situation, but such competitions can not only promote communication among students, activate the classroom atmosphere, but also stimulate students' interest and expand their thinking, which is a good teaching methods.

3. Improve students’ writing ability with the help of diary training

An important reason why students find it difficult to write essays and have empty content is that they have not developed the habit of paying attention to life and observing carefully. In order to improve students' writing skills, I first require students to be careful people in life, start from scratch, cultivate students' observation ability and written expression ability, let students go to nature and society to find materials, and timely If you write it down in the form of a diary, you will have a continuous supply of writing materials. The most common flaw in student compositions is insufficient depth of thought, that is, the inability to dig out certain connotations from ordinary life. Some students actually think that ordinary life is nothing worth writing about. To solve such problems, you must keep a diary.

When writing down what they saw, heard, and felt that day, students must reflect on life in retrospect, or point out their own shortcomings, or judge other people's behavior, or cheer for themselves. In a sample survey, the entries in students' diaries with reflective content accounted for more than one-fifth of the total, and those that encouraged themselves accounted for about one-eighth of the total. The two accounted for more than 40%. It can be seen that it is the diary that promotes students' reflection. Diary, as the name suggests, is a daily diary. This requires students to have perseverance and perseverance and be able to persevere for a long time. The formation of a sense of language and the improvement of composition skills do not happen overnight. Only with long-term persistence can things come naturally and achieve the desired results. Keeping a diary can meet this need. Even though the amount of daily diaries is not large, over time, over time, and with long-term persistence, students have to consider the words in the diary every day and chew on the words. The sense of language is formed unconsciously and unconsciously.

In teaching Chinese composition in rural primary schools, teachers should fully explore curriculum materials and use natural resources to broaden students' horizons and stimulate students' writing inspiration and ideas. Although rural schools are There is a gap between schools in cities and schools in terms of hardware equipment, but rural children have more valuable wealth and resources than urban children, and that is nature. Teachers should lead children to experience nature, observe scenery and animals, and give children beautiful childhood experiences. With the wings of imagination, they can gain a richer inner experience in the process of learning to write.

References

[1] Liu Bo. Current situation of rural students’ knowledge reserves and the development of reading habits [J]. New Curriculum (Part 1).2013(08)

[2] Sun Jianlong. Multi-channel and multi-method strategies, small plans and small strategies to obtain the truth - a brief study on composition teaching in rural primary schools [J]. Counselor. 2012(33)

Primary School Chinese Composition Teaching Paper 2: "A Brief Discussion on Chinese Composition Teaching Methods in Primary Schools"

Abstract: For writing, it is a manifestation of children's expression and communication using the Chinese knowledge they have learned, and it is also a reflection of children's They understand the world, understand themselves, and carry out the process of creative expression. However, all first-line Chinese teachers in primary schools have discovered that the vast majority of children have a repulsion towards writing, and even appear to be full of fear when they come to composition classes. Then, in such a passive learning situation, it is impossible for children to be in a good writing state, let alone improve their writing level.

Keywords: primary school writing; existing problems; teaching methods

Writing is a very important aspect of Chinese teaching in our primary schools.

The level of children's writing ability is a comprehensive reflection of their Chinese literacy. For writing, it is a manifestation of children using the Chinese knowledge they have learned to express and communicate. It is also a process for children to understand the world, understand themselves, and create creative expressions. However, all first-line Chinese teachers in primary schools have discovered that the vast majority of children have a repulsion towards writing, and even appear to be full of fear when they come to composition classes. Then, in such a passive learning situation, it is impossible for children to be in a good writing state, let alone improve their writing level. So, let’s first talk about the reasons for this writing phenomenon.

The first point is that teachers are reluctant to let go and talk too much, which students cannot digest well. The main reason for such a teaching situation is that many teachers are influenced by traditional educational concepts, because teachers themselves know that students do not like writing and cannot write. On the basis of fear that students will not write well, they From the perspective of topic review, article structure, writing materials, etc., we should teach students as much composition knowledge as possible. However, how can students who are repelled by composition themselves become interested in such boring knowledge? ?

Another problem is that the teaching front for completing a composition is too long. At present, many Chinese teachers teach composition. A composition often starts with teaching students writing knowledge, then students start writing, and then go through the teacher's correction, and finally go through the process of commenting. In this way, an article takes approximately two weeks from start to finish. On the basis of such a long front, students cannot get timely feedback on their writing situations, and this approach is also very detrimental to improving students' writing abilities.

Another point is the way teachers teach composition. Nowadays, many teachers have their own set of standards in composition teaching. When students fail to meet their own standards, they often blame students. But in fact, there are many students who, although their articles are not satisfactory to the teacher, they still work hard to write their articles in accordance with the teacher's requirements. However, after working hard, they are still criticized by the teacher. After such hard work, they are still criticized by the teacher. I can't feel joy, let alone success. Over time, I will regard writing as a difficult thing, and eventually I will worry about writing before I even take the composition class.

The above-mentioned reasons why students don’t like composition classes. If teachers can change these situations in future composition teaching, I believe they can change students’ attitude toward composition to a great extent. attitude towards class and improve composition level. However, if we want students to really like writing, we still need to pay attention to our own composition teaching methods.

1. Chinese teachers should be able to arouse children’s interest in writing in their own composition teaching

In our teaching practice, we will find that as long as children feel Interesting things, no matter how difficult they are. You can also work hard to do well. For example, for children who like sports, no matter how much they sweat, fall a lot, or even break and bleed, they will continue to exercise. Therefore, we strongly agree with the statement that "interest is the best teacher". For our writing classes, only by mobilizing children's interest in writing can children like writing. My approach in this regard is: 1. Regularly organize children to engage in writing exchange activities. For example, let the children find each other's articles with sentences that they like better. It should be said that the requirements for such a display are relatively low, because each student's composition will have one or two more exciting sentences; in groups, everyone will comment on each other's articles, what are their strengths, and what are their shortcomings? ;Also, for the more wonderfully written articles, either let him read aloud by himself, or I will read aloud passionately. You must know that the use of these methods is to let students experience the joy of success and stimulate children's interest in writing. 2. Ask students to carefully copy well-written articles and post them on the class display stand. 3. Bound the articles that children used to read into volumes and show them to the children, because many of these articles were written by people they knew. After the children feel envious, tell them that our class will continue to make such a collection of essays, and then let the next generation of students see such a collection of essays. Through the above motivational practices, the children in our class have improved their desire to write.

2. Help children find writing materials

The reason why children have greater resistance to writing is mainly because they have no writing materials in their hearts. In this way, when writing After the tasks are assigned, they will feel that there is nothing to write about and nothing to say. This situation occurs because children do not yet pay attention to the accumulation of life. Faced with such a phenomenon that hinders students' writing, relying solely on teachers' words will not have much effect. And the best thing to do is to help children find material for writing. I remember introducing the teaching methods of a foreign Chinese teacher in an article. I think this is a very good way to help students find materials. Before the Chinese language test again, the teacher told the children that the paper used for the test would be charged and informed the children of the specific fees. The children's reaction was very strong at that time. Some said that it was not like this before, why is it like this now? Some said that other teachers did not charge for the test paper; some said that if I paid the test paper fee, I would There is no money for lunch and so on. Although none of the children were willing to pay the fee, in order to continue their studies, some students paid the money and started to do the questions. The remaining students said that they owed it first and started to do the questions. When reaching the last question, did the children read a question like this? The teacher lied to you before class when he said that this test paper would be charged. Please write down your feelings at that time. Of course, the teacher had a certain background for what he did at the time, but now, let’s think about it, does the teacher put the material in front of the students? For children who have experienced such things first-hand, How can you have nothing to say?

3. Chinese teachers should pay attention to the evaluation of compositions when teaching compositions

For children, their own learning status and some performance , I care very much about the teacher’s evaluation. The same goes for essay evaluation. Good composition evaluation can play a certain motivating role, so that children dare to compose and are happy to compose. Teachers cannot evaluate students' compositions in the same way. The best composition evaluation is when teachers give different composition evaluations based on children's learning status and composition level. For well-written articles, we should praise them with great fanfare and give absolute encouragement. For students with poor Chinese foundation, even if they use a good word or write a good sentence in the article, the teacher should also pay attention to it. Focus on the bright spots and praise them in a timely manner. In this way, every student will ignite the desire to write with such encouragement.

I believe every Chinese teacher has a deep understanding of the importance of writing in Chinese teaching. The most direct thing is that as the school level increases, the composition score plays an important role in the Chinese paper score. The proportion of writing is gradually increasing. With the deepening of teaching reform, the score of college entrance examination composition accounts for almost half of the test paper. Therefore, improving students' writing level is not only a comprehensive improvement of students' Chinese literacy, but also a comprehensive improvement of students' Chinese literacy. It can also create a better future for students. Then, in order to change the current situation of students' writing and improve their writing level, teachers must adopt better teaching methods.

Paper 3 on Chinese Composition Teaching in Primary Schools: "Talking about Composition Teaching in Primary School Chinese Teaching"

Abstract The problem of learning lies in the problem of teaching. Therefore, analyzing the inefficiency of composition teaching in primary schools The reason should also start from the perspective of teacher teaching. The reasons for the inefficiency of Chinese composition teaching in primary schools mainly come from the following four aspects: misunderstandings in teaching objectives; misunderstandings in teaching content; misunderstandings in teaching methods; and misunderstandings in teaching objects. These misunderstandings include problems in theoretical understanding and practical operation. Therefore, how to cultivate third-grade students' writing interest should also start from both the theoretical level and the practical level.

Keywords Reasons for inefficiency; cultivating interest; effective evaluation

Third-grade composition is a turning point in primary school composition writing. It gradually transforms from writing based on pictures to propositional or semi-propositional composition. . Rousseau, the famous French Enlightenment thinker and educator, said: The problem is not to teach him various knowledge, but to cultivate his interest in learning, and when this interest has fully grown, teach him the methods of studying knowledge. Therefore, the author believes that it is necessary to explore the cause of this "headache" syndrome and prescribe the right medicine to stimulate students' interest in writing.

1. Frequently Asked Questions

The most common problems encountered by third-year primary school students in their compositions are not knowing what to write, how to write, and emotional problems in writing. From a theoretical level, there are three misunderstandings in people's understanding of composition teaching, which should be clarified and corrected: first, there are misunderstandings about the nature of composition and composition teaching; second, there is a deviation in the positioning of composition teaching goals; third, there are misunderstandings about composition teaching. , there are misunderstandings about the content of composition teaching. From a practical perspective, there are mainly three aspects of problems that should be addressed in a targeted manner: First, composition teaching methods and strategies. From a macro perspective, some primary school Chinese teachers lack overall coordination of various teaching methods in the actual teaching of composition and should be integrated; from a micro perspective, some primary school Chinese teachers focus on the cultivation of language expression ability in the actual teaching of composition. Regarding the training of writing skills, the cultivation of writing interests and writing habits is neglected, and the cultivation of abilities such as observation, conception, and revision, as well as the cultivation of emotions, attitudes, and values ??are ignored. In this regard, primary school Chinese teachers should raise their awareness and resolutely implement the "New Teaching Practice" in actual teaching. The principles put forward by "Curriculum Standards" are in line with actual needs and all-round development; second, the dominant position of students. Since the traditional "teacher-centered" concept has not been completely eradicated from the minds of primary school Chinese teachers, the dominant position of students in composition teaching has been ignored. Therefore, primary school Chinese teachers should establish a correct view of teachers and students, and respect the dominant position of students in teaching; third, evaluate composition teaching. In the practice of primary school composition teaching, some teachers focus on the evaluation of students' finished compositions, and the evaluation method is single, mainly examination evaluation; the evaluation method is one-sided, mainly summative evaluation, quantitative evaluation, and teacher evaluation, and ignores formative evaluation, Qualitative evaluation, student self-evaluation and student mutual evaluation. A reasonable evaluation mechanism for primary school composition teaching should be established.

2. Solutions

The requirements of the "New Curriculum Standards" for the homework of middle and primary school students: pay attention to the things around you, be willing to express in writing, enhance your confidence in homework, and be able to write informally Write down your experiences, feelings and imaginations, be willing to read and listen to your homework, and share the joy of your homework with others. This establishes a new direction for composition teaching. The third grade is also an important stage for students to practice writing. To make students interested in composition and eliminate their fear, teacher's guidance is very important.

(1) Grasp the entry point of students’ interests and arouse their desire to write. The author believes that a good composition guidance class should reflect three points: a willingness to learn, the teacher can stimulate students' interest in learning; a willingness to talk, so that students have something to say and discuss; a willingness to write, students have something to write about and are willing to express themselves in writing, Be willing to share the joy of writing with others. The third-grade writing class is often related to the oral communication class, and the content of oral communication is usually the content of the writing class. The third-grade writing class should closely integrate these two parts. Through oral communication classes, students can express themselves fully, so that in writing classes they can have something to write without being unable to write. We should make students happy to express and fully mobilize their interest in expression.

(2) Make full use of teaching materials so that students can imitate texts and gradually learn writing methods. Bloom, a famous contemporary American educator, said: The greatest motivation for learning is interest in learning materials. There are many texts in primary school Chinese textbooks that are good model essays. When instructing students to write a paragraph, make full use of these sample essays, let students imitate them, and gradually learn how to write. For example, after studying the first natural paragraph of "Autumn Rain", the author asked the students to imitate this passage and describe the scenery in a certain order. When writing, they should grasp the characteristics of the autumn scenery and use metaphorical rhetorical techniques.

In the third-grade text, students should be taught how to look at pictures carefully. If there is something in the picture, it is usually in the text; if it is not in the picture, it is just an association. When teaching, the author often guides students to think about the benefits of writing like this after reading the associative sentences. The associative part is often connected with some words: as if, as if?. By teaching these words, students will have something to say when they write. After training, students can master this writing method.

(3) Pay attention to combining propositions with students’ actual situations. Only by writing about people and things you are familiar with can you have something to write about, something to say, and can you express your true feelings. Therefore, when making propositions, we should choose things close to the lives of primary school students based on their psychological characteristics and cognitive abilities.

Try to choose real people and real things that they are familiar with, easy to understand, and interesting to them, and choose scenery and things that they can observe. Only in this way can students write things in a real, concrete and vivid way, and achieve the goal of not telling lies. Words, empty requests. In addition, students like to do new things, and this characteristic of them should also be taken into account when teaching writing. They cannot repeat the same old tune, writing something meaningful today and something impressive tomorrow. As time goes by, Students will not be interested in composition.

(4) Comments and comments should be based on motivation, so that students can enjoy happiness in reading comments and grading. Suhomlinsky, a famous educational practitioner and educational theorist in the former Soviet Union, said that "Interest is the best teacher." The "New Curriculum Standard" for third-grade exercises requires that when starting to practice exercises, you can write informally. The following is what students have seen, heard, and imagined. Emphasis on true expression, just write it as it actually is, and don’t write it out of shape. Therefore, we can play a greater role in comments and ratings to better stimulate students' motivation for homework.

It is human nature to pursue success. The joy of success is the sweetest. Success makes people refreshed and confident in themselves. Fully allowing students to taste happiness in success is the key to mobilizing students' enthusiasm for homework. Suhomlinsky said: The joy of success is an emotional power of learning. The new curriculum standards also propose to allow students to experience the joy of success. When correcting essays, the author tries his best to provide students with opportunities for success with enthusiasm, cherish students' writing results, and let students see the value of their labor. Therefore, praise and encouragement are the main focus in comments and composition reviews. Any strengths or improvements in students' compositions are recognized in a timely manner. The students' masterpieces are also displayed in the class learning garden and bound into exercise books. The students make their own covers and write them in the second semester. Circulate among grade-level students to ignite their writing spark.

As the saying goes, "Tall buildings rise from the ground." Enlightenment exercises are crucial. They are an important basic skill in Chinese and the top priority in Chinese learning. As a teacher, under the guidance of curriculum concepts, we should effectively change teaching concepts and teaching behaviors, so as to lay a solid foundation for cultivating children's interest in homework.

References

[1] Liu Yanli. Research on the application of happy teaching method in primary school Chinese classroom teaching under the new curriculum reform [J]. China Science and Education Innovation Guide. 2013(27 )

[2] Zhang Liqin. Application of happy teaching method in primary school Chinese teaching [J]. Journal of Kaifeng Institute of Education. 2011(03)

[3] Chen Lan. The application of happy teaching method in primary school Chinese teaching [J]. Primary School Students (Teaching Practice). 2015(11)