First of all, enrich your own experience and introduce the "source of living water" you practice.
The article is not fabricated out of thin air, but a concrete reaction of real life. To fundamentally improve the quality of composition teaching, we must cultivate students' ability to observe and analyze things. Homework is the reappearance of life, which requires students to have some life experience. Because of their young age and narrow contact with life, primary school students have a superficial understanding of society and limited topics in natural exercises. Some students find it difficult to write, not because they can't write, but because they have nothing to write. Therefore, solving the source of students' writing is the first condition of writing. This requires teachers to guide students to observe things, understand life and accumulate materials. There is beauty everywhere in life. How to guide students to discover beauty and explore beauty? For rural children, living in beautiful nature, bathed in the sunshine and rain of nature. Nature selflessly contributes beautiful scenery all year round: fields with green seedlings, clear and bright streams, paths full of wild flowers ... these beautiful things enrich children's feelings of beauty. Teachers should lead students out of the classroom, into nature, and carry out colorful activities, such as spring outing, summer outing, autumn outing, winter snow piling, etc., so that the strange natural landscape can be reflected in students' minds, and they can feel the gift of nature, thus stimulating students' love for nature. For example, in the autumn season, after the teacher takes the students to the countryside and fields in autumn, let the students write their own autumn. Some students wrote: The rice in the paddy field is ripe, and strings of golden rice are heavy and swaying in the autumn wind. This year is another bumper year ... By being close to nature, students have increased their knowledge and enriched their lives. In this way, students' thinking, imagination and expression abilities can be developed and their sentiments can be cultivated. The content of the exercise is concrete, vivid and full of true feelings. This is the "source flowing water" that rural students have in their exercises. Students in the city, when planting flowers and trees, can let them know the growth process of plants; Understand the living habits of animals when raising insects, fish, birds and beasts; When participating in housework and public welfare work, experience the taste of labor; Investigate the changes of urban and rural ecological environment to know how to protect the environment. In practice, we should pay attention to guiding students to be good at putting what they see, hear and feel into their "material library".
Second, entertaining and enjoying sports.
Interest is accompanied by positive emotions. Once students have a strong interest, learning is no longer a burden. Exercise guidance, if straightforward in class, will be boring. To introduce students into the magnificent world, teachers should be like tour guides. Exercise instruction should be concise and in place. As the saying goes, "Better than better, better than better." On one occasion, the practice required "I write about myself". The author walked into the classroom and said, "Today I asked you to guess a riddle and hit two students in my class." There was silence in the classroom, and dozens of pairs of eyes urged me to say riddles. "The two students in my class are generally taller, with long hair and short hair. Although inseparable, close as sisters, but the temper and personality are different. One speaks as fast as a machine gun; The other one speaks slowly and always likes to touch the back of his head ... ""Liu Ying speaks quickly and Zhang Jingjing touches his head. "The author takes the opportunity to ask," How did you guess so quickly? " "The teacher grasped the characteristics of personality." The author seized the opportunity to say the purpose of speculation: when writing characters, we should grasp the characteristics and don't always write with "bright eyes". There are no two identical leaves in the world. Will there be two identical people in the world? Pay attention to observation, find out the characteristics of the characters, reveal the main points of the exercise and tell the students: after the exercise is finished, ask one student to read aloud, and the other students guess who he wrote. The student picked up the pen with great interest.
Teachers' guidance on exercises can also create colorful situations for students to enter the state. For example, the game of sticking a nose: show a picture of a panda without a nose and ask the students to stick a nose on the panda. When the students go to the podium blindfolded and try to paste, let other students observe the whole process, pay attention to the students' gestures of sticking their noses and the students' language, movements, gestures and psychological activities on the seat, and then let the students start writing. After the game, writing is a kind of enjoyment, and students' practice is not forced. Teachers should purposefully create a situation that students like, let students get involved in the situation, and then let students write stories. In this way, students' exercises will be lively, infectious and childlike! The ancients said: "Generally speaking, a boy is in love, happy to be idle, but afraid of being detained …" We should let students stimulate their enthusiasm for doing homework when they are relaxed and happy.
Third, teach students in accordance with their aptitude and improve their writing ability.
It is not surprising that the students' homework level in a class is uneven. Only when teachers realize this, can they abandon the "one-size-fits-all" exercise evaluation, evaluate students' personality with "a key to open a lock", and guide students in a targeted way. For students who can only write one or two sentences, they don't know how to express themselves clearly and concretely. They always say something general, such as this flower is really beautiful, beautiful, but they can't write clearly where it is beautiful and how to say it. According to this situation, the author invited the student to enjoy the flowers together. First, let him talk about the color of flowers, then let him talk about the shape of flowers, and then let him smell the fragrance of flowers. Finally, let him write down what he just said and tell him that this is the specific spelling of this beautiful flower. Then, by analogy, let him write something like "the scenery here is really beautiful" and "it's really cold today", so that he can understand how to write specific sentences. For students who can write specific sentences, ask them to weigh the words and try to write the exercises vividly and richly.
Teachers' comments on students' works can face the whole and proceed from reality, rather than focusing on a few good works. It is necessary to comment more on some exercises at the middle and lower levels, and even encourage those exercises whose themes are not novel and whose meanings are not very profound, but whose sentences are still smooth and have made great progress; Comments and lectures can also allow students to comment on each other freely. Students can learn nutrition from others' homework when commenting on others' homework, thus improving their homework ability. In short, we should look for "bright spots" with appreciation, carefully discover students' little progress, and praise and encourage them in time. At the same time, point out the existing problems and the direction of efforts in a language acceptable to students, safeguard students' self-esteem, enhance students' self-confidence and improve their writing ability.