What effective teaching methods should be adopted in Chinese composition teaching in primary schools?

In the process of Chinese teaching in primary schools, I often find that students are afraid when it comes to writing. How to improve primary school students' writing level, eliminate students' fear of writing, and make students willing and happy to write? This is the biggest problem for Chinese teachers in our primary school.

The goal of composition teaching is to cultivate students' composition consciousness, the ability to make sentences with words, the ability to arrange articles and the ability to observe and analyze things. However, primary school students' writing level is not high, and one of the main reasons for being afraid of writing is that they feel that they have no material to write, or that they have material but feel that they have nothing to write because they have accumulated few good words and sentences. The key to this phenomenon is that they are not good at capturing materials, often turn a deaf ear to the good materials under their noses, and pay no attention to the cultivation of their ability to criticize words and make sentences. Writing is a creative practical activity, which embodies students' comprehensive Chinese quality. However, teaching students' compositions well also requires teachers' teaching methods and teaching concepts. Due to the influence of traditional education, in the process of composition teaching, teachers are afraid that students can't write good compositions. From the beginning of preparing lessons, teachers begin to consider topics, article structure, writing materials, etc., and teach these contents to students one by one in teaching, regardless of whether the students really digest and absorb them. Although our Chinese teacher has spent a lot of energy, the effect is still not ideal. Students' ability to write independently is greatly weakened, and their compositions lack true feelings. At the same time, the current composition teaching, a composition from guidance to students' practice, to the teacher's correction, and finally to the teacher's comment, takes two weeks to complete, which is not only too long, but also slow feedback, and the effect on students is bound to be low. In addition, composition correction is always done unilaterally by teachers, with little participation of students, which is not conducive to stimulating students' interest in writing and improving their writing ability. In teaching, there are still many teachers who blindly demand students with their own "standards", often demanding perfection and blame, so that students rarely experience pleasure and success in the writing process. Therefore, when many students talk about "writing", they regard writing as a troublesome thing and a hard thing. Relying on the teacher's "guidance", the reference of extracurricular composition selection and one's own imagination, the scribbled articles do not express "emotion" or "meaning", which seriously affects the improvement of students' writing ability and hinders the development of students' thinking. Mr. Zhang Zhigong once said: "I'm afraid Chinese teaching is a long-standing problem in the process of general education, and composition teaching is also a long-standing problem in Chinese work, that is to say, composition teaching is a long-standing problem among long-standing problems." So how to change the present situation of composition teaching? I will talk about my research on composition teaching methods in primary schools from the following four aspects.

First, stimulate students' interest in writing?

Interest is the best teacher and the internal motivation to promote learning activities. Composition is the most complicated mental work in Chinese learning. If primary school students have no desire to write, the teaching purpose of exercises will be difficult to achieve. Piaget, a child psychologist, said: "Children are active people, and their activities are dominated by their interests and needs. Forcing them to work is against psychological principles, and all effective activities must be based on certain interests. " According to this feature, composition teaching must let students experience success, build up self-confidence and stimulate writing enthusiasm. My approach is as follows: (1) Develop a variety of? Exchange activities. I often carry out various forms of composition exchange activities in my class. Sometimes, I read students' excellent compositions with passion; Sometimes students are invited to go on stage and read aloud by themselves; Sometimes each group will be asked to form a circle, and everyone will choose to read one or two works they like. Other team members listen to the advantages and disadvantages of their compositions. In the warm applause of the students, in the full positive evaluation, in the teacher's affectionate reading, the students gradually established their self-confidence in the composition, and everyone felt that they could do it. (2) I also actively encourage students to contribute to the newspaper. Less than a month after the start of school, two students in the class have published their own compositions in The King of Composition. I highly praised these two students when they were holding books published by their own compositions. While affirming them, I also took the opportunity to encourage other students: if he can publish, so can you! This not only mobilized the enthusiasm of the young authors who published excellent compositions, but also mobilized the writing enthusiasm of other students. (3)? The third way is to print a book so that students can feel the joy of harvest. When the students saw their excellent compositions turned into type, typed neatly from the printer, and accompanied by beautiful and associative illustrations, their joy was beyond words. At the class meeting, students were organized to borrow, discuss and comment from each other, and their enthusiasm for writing was unprecedented. Teachers must protect students' writing desire. Even if some students write "a running account in a few words", teachers should not be harsh on perfection, so that students can feel that writing is not "difficult to go to heaven", which will greatly enhance their interest and confidence in composition?

Second, be creative in preparing lessons?

Preparing lessons should be creative, that is to say, writing lessons should be different from the past. The Outline of Chinese Education for Primary Schools points out that "composition is something that makes students express what they see, hear, think and think in words and is meaningful." However, in the past composition teaching, the links of proposition, guidance, correction and evaluation were almost all unilateral labor of the teacher: in composition class, students were required to write immediately after the teacher gave a serious and brief explanation. At this time, students are neither psychologically prepared nor prepared for the content. Most students put aside the meaningful content they saw on weekdays and compiled a written document according to the teacher's requirements. This is an important reason for the low cost of composition teaching prescription. Therefore, teachers should first find out the creative and innovative parts of this exercise on the premise of clarifying the practice content and training requirements, and use creativity and innovative thinking as the excitation points throughout the whole teaching process, making it the focus of teaching content, and designing each teaching step in detail. For example, the composition exercise "Between Classmates" in Unit 2, Book 9 of Shanghai Nine-year Compulsory Education requires: ① Write something about classmates according to the meaning of the topic and write the real feelings. The content should be true, the things should be written clearly and concretely, and the sentences should be fluent and coherent. According to the requirements of composition training, in order to make students write well, we must take creation and innovation as the main idea of preparing lessons and stimulate students' thinking. Therefore, first of all, we should take (1) material selection and (2) material organization as the starting point. In the process of teaching, I designed four questions: ① How do you understand "classmates"? Many things have happened between classmates. Can you tell us? Among these things, which one impressed you the most and was the most innovative? Why did this leave a deep impression on you? As can be seen from these teaching designs, the purpose of the first design is to develop students' divergent thinking. In fact, the range of classmates is very wide: it refers to both current classmates and past classmates; It can also include students inside and outside the school, such as those who study together in the children's palace interest group and so on. Isn't the scope of material selection expanded? The purpose of the second design is also to guide students to divergent thinking. The more things happen between students, the more helpful it is to broaden students' thinking and make the composition have content to write. The third design is a concentrated thinking based on the second design, which aims to let students choose real and novel materials from many events. On the basis of the first two designs, the fourth design guides students to determine and excavate the article center according to the selected materials. In order to organize the materials, I designed three questions in my teaching, namely: ① How do you plan to organize the selected composition materials? Besides this way of writing, how can you arrange your materials? Which way do you think is more conducive to highlighting the center of your expression? It is not difficult to see that the first two questions can better promote the development of students' thinking ability, and the third question is to let students choose the best from many on the basis of students' concentrated thinking training. It can be said that this kind of lesson preparation always focuses on cultivating students' thinking ability, making full use of divergent thinking and concentrated thinking. I think this kind of composition teaching is conducive to the cultivation of students' writing ability. Therefore, this kind of lesson preparation fully shows the creativity and originality of teachers in composition teaching.

Third, the guidance should start from the details and grasp it bit by bit?

Primary school students from home to school, what they see and hear is limited. French sculptor Rodin said that "there is no lack of beauty in life, but a lack of discovery." Therefore, observation is an important way to understand the objective world and accumulate writing materials. In order to make students write well, as a Chinese teacher, we should pay attention to cultivating students' good habit of careful observation at ordinary times. However, due to various psychological factors, primary school students often don't observe carefully and understand deeply, and the articles they write lack true feelings. This requires more efforts on weekdays to guide students to observe and analyze carefully and improve their understanding. Usually, if we pay great attention to teaching students the method of careful observation and cultivate the habit of careful observation. Students are required to pay attention to the shape, size, color and taste of things, people's clothes and expressions, and the static and dynamic characteristics of scenery, and observe them carefully ..... Students are required to be good at thinking, be diligent in accumulating, listen to radio and television programs at ordinary times, or write down the distinctive scenes they see in life in time, and make use of morning and afternoon meetings every day to let students talk about "what they have seen and heard" in various forms for students to learn.