How to improve students' writing level quickly in primary school composition?

As we all know, Ye Shengtao once thought that Chinese teaching was more like agriculture than industry. Thinking is a process of Chinese learning and gradual improvement. Sinology really depends on long-term accumulation, sowing and fertilizing, and diligent cultivation, so that there will be a golden autumn harvest. Is there a faster and more effective teaching method? The answer is, of course, yes. As long as you study anything, you can find scientific methods to improve efficiency. Even though agricultural scientific research is difficult, Yuan Longping has cultivated a new type of high-yield rice. So, how can we improve students' writing level and Chinese achievement better and faster? Is there a scientific, reasonable and effective method that has been tested by practice? Every teacher will explore this aspect more or less. In this respect, I have also gone through detours, subjective assumptions, negative or rash mistakes. In the continuous experiment and improvement, I have slowly explored some teaching tips, and found that in order to improve students' writing level and Chinese achievements more quickly, we must first follow the gradual and accumulated Chinese teaching law, and then boldly innovate and study students' difficulties as problems, so as to find a solution. In the past, my interest was in the study of Chinese teaching reform and classroom teaching art, and I regarded test scores and exam-oriented research as vulgar things. It is believed that students' grades mainly depend on their quality, and whether their grades are good or not depends on the weather. Later, influenced by Huang Houjiang's Speak Chinese in Huang Houjiang, Huang Houjiang thought that teachers should combine teaching reform with improving students' performance. Without the improvement of students' grades, any teaching reform is unconvincing. It is also difficult to get recognition from all sides. Huang Houjiang himself did realize the complete reunification of the United States in two aspects. Therefore, a few years ago, I also began to pay attention to and deeply study the effective methods to improve students' Chinese performance. A series of teaching methods, which have been continuously explored and revised in practice, have obviously achieved ideal results. Take the results of the senior high school entrance examination as an example. In 2008, there were 13 students in the two classes I taught, with a position value of 1 (the top student in a single subject) and 2 students with a total position value of 7.3. Other levels are in good condition. All the results are excellent. Actively implementing effective teaching can improve the performance of class collective teaching. Then, do these methods also have good effects on the teaching of individual students? In the process of preparing for the senior high school entrance examination in 2007-08, I am willing to use my brains and study hard, thus accumulating a series of teaching methods and teaching materials, such as a series of tutorials on teacher Zhang's composition guidance and a series of guides on teacher Zhang's reading, such as intensive reading of literary works. I'm on the way to thinking training. My students can write five short articles on a topic and write them in the blog (/Archives/20093511052.html). These are not only the crystallization of my exploration, thinking and refining, but also many teaching resources are written by myself (especially the composition class), and the time and energy spent are also spent. Are these sciences efficient? It seems that more examples are needed. As it happens, in the summer vacation after the senior high school entrance examination, my lover's relatives called and asked me to give counseling to her children who are about to enter the third grade. This Tang Xiao student is good at other subjects, but his Chinese is not ideal. He often gets 70-80 points. So, in the summer vacation, I accompany my daughter to do my homework every day and help my relatives' children. During the 20-day teaching time, I focused on tutoring his composition and reading, using my accumulated methods and materials. At the same time of counseling, I also further refined and optimized the information. After school started, relatives called again and said that Tang Xiao scored above 90 points in several exams. After his class teacher knows the situation, he also hopes that I can help more students. But I don't have time. Later, he volunteered to tutor him for half a year. The results will be repeated occasionally. However, after the senior high school entrance examination in 2009, good news came from relatives. The ranking value of Tang Xiao Chinese actually got 1 and the total ranking value 10.3, which steadily became the focus of Class One and entered the headquarters of No.2 Middle School. Later, children of relatives and friends, children of new and old colleagues, and children of teachers and staff in our school also entered the third grade, and others came to me for help. Of course, I am duty-bound, because my own children will ask them to help guide them when they go to middle school in the future. Therefore, I volunteered to tutor several students. Among them, Mr. Wu's child Xiao Wu is a top student in mathematics, but his Chinese is poor. Usually 70 to 80 points in the exam. I tutored him for half a year in my spare time, and then in January and April, my exams were all above 90. The language position value of the senior high school entrance examination is 1, and the total position value is 7.3, making it the champion of the senior high school entrance examination. Kitten, the child of a teacher's relative, found me after the Spring Festival. His Chinese is even worse and he knows nothing about composition. As soon as he writes a composition, he is "dystocia". I assisted him with my composition series teaching method, and the situation improved. After the senior high school entrance examination, parents sent a thank-you letter: "The value of Chinese position miraculously rose to 2". The most surprising thing is Xiao Li, the child of teacher Lin's relatives. Miss Lin is an English teacher with a high teaching level. After listening to one of my open Chinese classes at school level, Miss Lin decided to let me guide her relatives. It was already April, and Xiao Li got 78 points in the Chinese exam in April. According to the position value, it is about 7 or 8, which is very dangerous. He is not listed as the key object in the class, and the family has already prepared the money for attending the second middle school branch. He studied composition with a retired amateur author for a year or two before, and the effect was not obvious, so he found me urgently. I have to help. But from the beginning, I found him difficult to conceive and naive in selecting materials. Consultation on the right medicine in an emergency. Two months later, his Chinese ranking in the senior high school entrance examination was actually 1, and the total ranking was 10.3, and he unexpectedly entered the headquarters of No.2 Middle School (but this student is very studious and savvy, which is not surprising from his attitude). In a word, in a year or so, I volunteered to tutor the children of relatives and friends or employees. The final situation of the senior high school entrance examination is: there are 3 people with the position value of 1; There are two people whose position value is 2. In addition, there were 1 position values of 4 and 1 position values of 5 in the last month (compared with the previous position values of 7 or 8). In other words, I used my accumulated teaching methods such as composition and reading. So much so that most (80%) students who volunteered to tutor got 1 or 2. I'm also surprised: my students seem to get the position value of 1 or 2 easily (all students who have no talent for Chinese but have difficulties in learning Chinese). Maybe it's a coincidence, or maybe the fact has preliminarily indicated that my teaching method should be scientific and effective. Of course, what is more important here is the contribution of these students' own Chinese teachers. They spend more energy and have greater role and influence. I'm just beating around the bush, making up for the weak points and playing an auxiliary role. Harp, harp and singing, and then ensemble produced good news. So, what is the scientific method to improve students' writing level and Chinese achievement quickly? First, the methods and ideas of composition teaching. In my opinion, the improvement of reading and Chinese basic scores is relatively slow and needs to be gradual; But to improve students' writing level, as long as you find the right tips, it will be realized soon. The most troublesome thing in Chinese teaching is composition teaching. Through hard work, I feel that I have identified the bottleneck of middle school students and basically found a solution. On the contrary, I think composition teaching is very comfortable. The specific teaching measures and ideas are as follows: 1. The logical starting point of composition teaching-students-based, studying problems, breaking through difficulties-students-based, studying problems-based on students' past, when I was teaching high school, I was good at writing by myself, with quick thinking, and often talked with students about the examination ideas of composition topics, which was detailed and comprehensive. Students can learn to write if they think they speak brilliantly and carefully. It turns out that students will only write what the teacher says, and will not encounter new writing content. Most people still regard composition as a fear road, and their writing ability has not improved significantly. This caused me to think. Why is the student's performance far from my expectation? In fact, this is China's favorite mistake in composition teaching-teacher-centered teaching. The root of failure is here. One of the great achievements of western educational research in the 20th century is the discovery of the disadvantages of "teacher-centered". The idea of "student-centered", represented by educators Piaget and Dewey, has been widely recognized, tested in practice and achieved good teaching results. Therefore, China's new curriculum reform has absorbed these achievements and advocated "taking students as the main body". However, in composition teaching, the "teacher-centered" teaching mode is difficult to change. In fact, the only logical starting point of composition teaching comes from students, not teachers. If we do not proceed from the reality of students, even if teachers are good at writing and thinking, it is difficult to completely improve students' writing level. As mentioned above, Xiao Li learns to write with amateur writers. Why is the effect still not good? That's the reason. Teachers' writing level does not necessarily translate into students' writing level. After I realized this problem in the predicament of composition teaching, I resolutely decided to change my course and abandon the "preaching" and "preaching" composition teaching methods. Change the teaching method based on students' practical difficulties. To this end, I went deep into the students' ideological level, investigated their situation, felt their difficulties, reflected their thoughts, found their writing bottlenecks, and took the problems found as research topics. Then, I painstakingly thought about the method of cracking, wrote down some feelings at any time with a small notebook, and also recorded the composition topic with the flavor of the times that I suddenly thought of, so I "guessed" the composition topic of the 2008 Wuhan senior high school entrance examination, which was not entirely accidental, but also the crystallization of painstaking efforts. I am also based on students, and in turn take myself and my writing process as the research object: Why can't students write? And why can I write a good composition myself? How did I conceive my idea? In order to serve students, I organized my research results into handouts and wrote them myself. For example, the first handout I wrote was "Out of the Dilemma of Writing Intention-Legislation on" Questioning "Writing Intention" (later published in Language Learning, issues 08 and 5), which wrote: "In fact, teachers have all experienced the difficulties that students have encountered in writing. A few years ago, Mr. Zhang saw that all parks in Wuhan were charged, instead of being open for free like many cities, so he wanted to write an article calling for the free opening of parks in Wuhan. But what should he write? Teacher Zhang made an outline on the paper while conceiving, and thought that this article should be elaborated from the following aspects-1,why should the park be open for free? ..... "This kind of teaching thinking is completely student-centered, so it is taught to their hearts. They learn easily and master quickly. Although it can't be said that all the writing difficulties have been solved, it can be said that the effect is very good. In this way, adhering to the "student-centered" teaching direction, I found my own confidence in composition teaching. I believe that this method of composition teaching can quickly improve students' composition level. The fact also gave me this confidence. In the bulletin board on the homepage of my blog, there is a sentence: the essence of composition teaching is not that I want to teach you how to write, but that I have observed clearly what difficulties you will encounter. Let's solve these difficulties effectively together. -this is indeed a heartfelt statement, and it is also a wake-up call after taking a detour. Second, laying the life foundation of composition is the key to improving composition-helping students build "laying the life foundation of composition is the key to improving composition-helping students build"-helping students build spiritual life. The first reason why students are afraid to write a composition is that they have no life accumulation and lack experience, which leads to the embarrassment of not writing and having nothing to say. For this question, we should make two points clear: First, many people attribute the reason why students can't write to lack of life. This is actually wrong. Modern writing research finds that what writing needs most is inner life. If the inner life is rich, writing will have a rich source. External life must be internalized to become a writing resource. The important means of constructing inner life is reading, feeling and thinking, which is more important than extensive experience. Reading not only provides the reader with indirect historical and cultural life, but also inspires him to think and feel his external life, thus internalizing, enriching and deepening it. The more you read, the stronger your ability to transform. Even if your life is not big, you can "know what's going on in the world without going out" and dig out the rich connotation of limited life through the surface: you won't lack life again. A writer said: A good reader will never be short of life. This is very reasonable. (See my book "Improving Teachers' Writing Realm and Promoting the Development of Students' Writing Ability" published in the new composition issues 08 and 9). Second, as can be seen from the above, the focus of laying the foundation of students' life should be "inner life (or spiritual life), that is, teachers should consciously guide students to read and accumulate social, historical and cultural resources, but also to feel and think, so that writing can be integrated and literary thoughts can continue. When teaching the last class, I like to intersperse some social, historical and cultural knowledge in the lecture. Some eager students immediately recorded this in the accumulation book, and they accumulated rich writing materials. As a result, these students got the best grades. From this, I realize that the level of composition is closely related to the diligence in accumulation. Now I teach a new class of students, and it is stipulated that each student should have a special quality accumulation book and collect the essence of writing materials regularly. In the past, I liked to read a philosophical essay to students three minutes before each class to introduce new lessons and broaden students' horizons. Now, I have improved it into a fixed "China Excellent Products Sharing Feelings". I will take the lead in demonstrating, guiding students to identify the essence of Chinese resources and guiding them to think. Students also take turns to introduce the best products to the whole class for the whole class to accumulate. When students accumulate wealth, their spiritual life will be enriched, and they will have something to say when writing a composition. More importantly, teachers should also be diligent in accumulation and provide demonstration and support for students. Now, although many teachers always remind students to accumulate, they don't do it themselves. As a result, students still can't implement it, and there is no atmosphere to guide them to get started. Therefore, writing is still difficult. The teacher just blamed and complained, but it didn't help. Third, take the road of thinking training-use "thinking blitzkrieg" to help students overcome the thinking of writing-take the road of thinking training-use thinking blitzkrieg-dimensional obstacles. Obstacles If spiritual life is the basis of writing, then thinking is the core ability of writing. What teachers should do in this respect is: first, study the law of students' writing thinking, design a series of writing thinking training according to this law, and train in turn according to the characteristics of thinking, step by step, which will inevitably improve students' writing ability in the end. This is the understanding of many composition research experts and famous teachers, such as Jiang Nianzu, Chen Jiying and other famous teachers mentioned in my article "Take the road of thinking training, my students can write five compositions on a topic", and their successful experience is such. In this respect, besides writing a series of ideological guidance handouts and practicing according to them, I also invented a unique skill: training students with "thinking blitzkrieg". I also invented a unique skill: thinking blitzkrieg. I also invented a unique skill, using materials to examine questions and conceive ideas, which can easily improve students' writing and thinking ability quickly. The method is to determine a direction in more than 40 minutes, so that students can quickly conceive more than 20 classic composition topics, one after another. In this way, lightning thinking wrestling can form rich and fast thinking ability that can not be achieved by single topic training. Students can not adapt at first, and once they persist for more than ten times, their remarkable thinking improvement effect will appear. Even students with average writing ability, if I follow this method for about ten times, they will feel suddenly enlightened and happy, and most of them are no longer afraid of writing. The answer is here. The magic formula of reading teaching: scientific classification. To achieve better results in reading teaching, we must first change the initial reading classification training. In other words, it is not enough to give guidance only by screening information, summarizing texts, exploring and appreciating. If you want to have a good effect, you must classify it according to the types of questions, as I said in my blog "Understanding of Scenery Description", so that the effect is ideal. Second, timely method guidance. After training according to the questions, students should be helped to summarize the understanding methods of such questions in time. It is best for teachers to sum up all angles and methods of various questions first, and it is best to show them with projection (or blackboard writing) in time when explaining. In this way, students can understand it quickly and absorb it easily. We should fully rely on scientific and technological means to improve teaching efficiency. For example, cut and paste the questions and answers of similar questions into word documents and project them to guide students to understand systematically. Students will suddenly have an epiphany, so as to firmly grasp the methods of this kind of questions. The effect is twice the result with half the effort. Third, refining optimization-teachers go to sea and students go ashore. In order to improve the effect of reading teaching, we should avoid the tactics of asking questions in the sea and choose classic questions for training. Where do the classic questions come from? Students can't be allowed to ask questions because their time is limited and they can't stand the waste of ineffective labor. In this way, the teacher will ask questions and then provide the students with excellent products. I will do more than 40 sets of reading questions for the senior high school entrance examination by myself every summer vacation. Before that, I tried to do the questions and supplement them. I also prepared a piece of paper to record all kinds of good and typical questions in different categories, so as to organize them into a set of scientific, series and targeted reading tutorials. So the effect will be better. Fourthly, the standardization of training answers is particularly important. This can avoid unnecessary ten points. For example: ask nouns-answer nouns; Positive and negative questions-positive and negative answers; Language appreciation-four-step answer ... confusion and difficulty 1. The most difficult thing to improve in composition teaching is the students' language expression level. Students' thinking has improved, but their Chinese is average and their composition scores are also average. However, it takes a long time to improve the language level, and it is difficult to find shortcuts. 2. It is difficult to improve students' comprehension ability in reading, and it is also difficult to confirm the accuracy of the form after understanding. Understanding and accurate expression are eternal problems in reading teaching. Such a thing is recognized as a difficult problem in teaching. Need further exploration. In short, there is no end to learning and no end to seeking. A journey of a thousand miles begins with a single step.