Lower grade textbooks are more lively and interesting, each text is a good example of a rich accumulation, the students are happy to accept and easy to accept, high interest. For example, after learning literacy 1 and "pictures of autumn", both the accumulation of words, but also the depiction of the scene. Read after class "autumn" article, and then linked to the actual, we see the autumn scenery, students through the combination of scenery and text, naturally create their own language to depict their own eyes in the autumn, if the teacher to give appropriate guidance, the student's pen fluent up. Again, such as the study of the "blue leaves" a text, the teacher to expand the text training, you want to say something to the text of Lin Yuan Yuan? Students immediately discussed, some say Lin Yuan Yuan really petty; some say Lin Yuan Yuan should help each other with the table, and so on, and then teachers make the best use of the situation, asking students what should be done between classmates? Children spoke enthusiastically, expressed their views, and finally concluded that: students should help each other, care for each other and praise each other. Finally, the teacher showed the third question, give an example of classmates caring for each other, help and care for each other to say, and then write down. At this time, the students are naturally associated with the good things around them, so that the students in the text and life to find a close combination, so as to stimulate interest in writing.
Second, read and promote the idea of expanding the space of thinking
Imagination is the process of processing and transforming the existing image into a new image of the thinking process. Such as the shape of the round features of imagination, you can think of the bright full moon, bright eyes, high arch bridge, geodesic, pi and so on. Teaching process if the teacher to teach students from multiple perspectives, multi-level use of association and imagination, can help students through the study of the text, pictures, observation and association, context setting, fairy tale creation, etc., to create an atmosphere of writing, so that students want to say want to write.
One is to seize the gaps in the text to inspire imagination. In the lower grades of the textbook, fairy tales accounted for a large proportion of the language content, the form of not only let the students full of interest, and fairy tales there is a great deal of imagination space. For the lower grades students' thinking is more active and happy to imagine the characteristics. When teaching, I set up because of the text, intentionally expanding students' imagination space. Such as in the "I want the gourd" after a literature, set up a question: planted gourd people see the zucchini are falling, what will think? If you were him, what would you do? Students use their imagination, discuss, exchange, and experience the real experience in their own lives, and associate the frustration and remorse of the man who planted the gourds. What would you do if you were him? Students speak freely. Some say, "I wouldn't be like that one, just looking at the gourds without watering, treating the insects or fertilizing them. I will ...... role change to the text to create a new context and mood, inspire students' imagination, expand students' thinking space. Again, such as "if" a text, the poem in the first three sections is the poet's imagination assumptions, and leave the fourth section to us, if I have a Ma Liang's magic pen, we will make something? The teacher asked the students to take out their pens and draw a picture and say a few words. The children were very interested and moved their pens in unison. Some drew a white dove and sent misses to the children in Taiwan; some drew a pair of ears and gave them to their grandpa so that he would no longer be deaf and so on. Friendship, affection, small love, big love in the children's words in words, inspired the motivation to write.
The second is to read and appreciate the passionate thinking. The beauty of reading is a sense of accumulation, in the reading of the text to feel the beautiful situation, to experience the situation of the situation to the situation, in order to promote the inner feelings, but also let fly the imagination of students. For example, in the article "We Succeeded", the moment of Beijing's success in the Olympic bid, people are excited, excited, maddening joy, the teacher is unable to pass on to the students. How to lead students to experience the state of mind at that time, imagine the scene at that time? I led the students to read the text, let the students read again and again with heart and soul, while reading and flying their own thoughts to imagine the scene. Especially so a few sentences, Tiananmen Square gathered hundreds of thousands of people. The Chinese Millennium Altar was like a sea of people, singing like a tide. People cheering, shouting, excited, just in the students of the beauty of reading to experience, appreciate and feel the scene article is so depicted, people, sound, scenery of the mingling, evoke **** Ming. Read to promote thinking, reading instead of writing, let the child in the situation to play their own imagination, say how they feel. So a sentence with a childish childish words will overflow. Some say that I seem to see a sea of people in Tiananmen Square, the sound of people; some say that I seem to hear people singing and laughter ......
Three, creating an atmosphere, storytelling, writing stories
The Curriculum Standards pointed out that: writing instruction should be close to the actual students, focusing on the cultivation of observation, thinking, performance, Evaluation of the ability to require students to speak the truth, tell the truth, talk about the heart, do not say falsehoods, empty words, sets of words ...... to reduce the constraints on students' writing, encourage free expression and creative expression.
There are four mythological stories in literacy 8 in second grade, "Hou Yi shoots the sun", "Chang'e runs to the moon", "Nuwa mends the sky" and "Jingwei fills the sea". Students have been initially involved in TV dramas and cartoons, and as soon as they read these words students were dancing and particularly eager to express themselves. Students you a word I a word, seem very excited, the teacher should take advantage of the students to say that the excitement, the situation is conducive to the side when the needle as a string of students' language, guide to have to, summarize, organize into a paragraph of fluent words, and we say, and then try to let the students according to their own words to write down a simple mythological short story easily jumped on the paper.
"My hands write my mouth, my hands write my heart" is the true point of writing teaching, adhere to the teaching practice, is to advocate students to write the truth, write the truth, write love to write love to say, respect for the child's true and individuality. In the process of teaching practice in the lower grades, we often find that some teachers in the process of teaching composition, like to replace the student's thinking, the requirements of the composition at the beginning of the "Today, the sky is cloudless," and the end of the "Today, I am very happy," the students quickly mastered this mode of composition, but not long after, the students will not be able to understand. The students quickly mastered this mode of composition, but soon lost confidence and interest in composition. In the lower grades in the process of teaching composition, teachers should learn to wait in their hearts, pay attention to the child's composition of the start and growth, encourage children to boldly say it, write it down carefully, so that the child is happy to take the first step in the composition.
Mr. Qian Menglong once said, "Creation is often preceded by imitation, and imitation must be aimed at creation." Childhood brings the nature of the lower grades students straight talk, free speech, but also brought the students unlimited imagination space; in the learning of free speech, free speech in the imagination, with the help of the text, expanding the space of the students' thinking, the accumulation of rich students' language, sense of language, we want to encourage creativity, for the writing of writing an avenue through the sky.