How to cultivate primary school students’ writing interests and abilities

How to cultivate the writing interest and ability of primary school students

Writing is an important way to express and communicate using language. It is a process of understanding the world, understanding oneself, and making creative expressions. Writing ability is a comprehensive reflection of Chinese literacy. Composition teaching is one of the important contents of Chinese teaching, and it is also a difficulty in Chinese teaching. Because primary school students have little reading and insufficient writing experience when writing, they generally encounter various difficulties when writing compositions. For a long time, teachers have been spending time and effort in teaching composition, with little effect. Therefore, how to mobilize the enthusiasm of primary school students in writing, cultivate their interest in writing, and improve their composition level are issues that primary school Chinese teachers often discuss. Now I will talk about my own composition teaching experience based on my teaching practice.

1. Stimulating students’ interest in writing

Stimulating interest in writing is the prerequisite for improving primary school students’ writing ability. Einstein said: "Interest and hobbies are the greatest motivation." Interest is the best teacher, and the best teacher is the person who is best at cultivating students' interests. Interest is a special tendency of consciousness and an important subjective reason for motivation. Primary school students generally find it difficult to write, and some even become discolored when talking about "literary" and become tired of studying. The most fundamental reason why students hate writing is that they don’t know what to write and how to write. If teachers do not guide students in time, composition teaching will encounter great resistance. In response to this situation, teachers should eliminate students' fear of difficulty when writing essays, carry out a variety of practical activities, and stimulate students' interest in writing in a lively way. Teachers should guide students to be willing to write, to write diligently, to write about their own lives, about familiar people and things around them, and about their deepest and truest feelings, so that they can use their own pens to describe this wonderful world, thereby improving their own writing level. Therefore, according to the psychological characteristics of primary school students, I start with what they are interested in. For example, before writing the essay "A Meaningful Activity", I purposefully organized students to participate in various interesting activities. Such as: holding rope skipping and tug-of-war competitions. When writing, first conduct oral training in the class, encourage everyone to participate, and let them speak freely about what they see, hear, feel, and think during the activity, so as to eliminate the mystery and confusion about writing. Fear. On this basis, written training is carried out, and students complete the composition in a relaxed and pleasant atmosphere, and their interest in writing follows.

Therefore, in practical activities, students’ interest should be stimulated by the lively form of the activity itself. Activities provide students with information, and students master the process of writing material as they participate in the activities. In the process of participating in activities, the more active students are, the more materials they will possess. Only then will they have a more comprehensive understanding of objective things and be able to write more concretely.

2. Do a good job of accumulation before writing

1. Accumulation of words

The most basic thing for writing an article well is to master a large number of words. Otherwise, writing is equivalent to "water without a source, wood without a root." The so-called "source" and "origin" are the accumulation of rich and colorful words. Only after mastering certain words can students write what they want to say. Teachers should strengthen vocabulary teaching to help students continue to accumulate, learn to convert book language into their own language, and write their own articles. Therefore, in the process of reading teaching, teachers must carefully teach words and sentences and guide students to accurately understand and use them. The forms of accumulated words can be various, and teachers should flexibly choose them according to the actual teaching situation. For example, whether it is Chinese textbooks or extracurricular readings, I ask them to copy the beautiful words and sentences they have learned or read in their notebooks and compile them into a collection of sentences. They can use reference books or communicate with classmates to discuss their meaning and usage, and gradually master them. And apply what you learn. I insist on checking every day for students' vocabulary accumulation, and conduct evaluation and communication within the whole class. Through accumulation over time, students will become comfortable in writing compositions.

2. Accumulation of materials

Observation is the basis of writing. Suhomlinsky said: "Observation is the main energy source of wisdom." The accumulation of materials requires training students in daily life. Observe carefully and develop the habit of writing a diary. Keeping a diary is a relatively simple way to improve writing skills, especially for younger students. After students learn to observe and accumulate materials through observation, they will not feel like they have nothing to say when writing essays. By keeping a diary, students can develop their observation, thinking and written language expression skills from an early age. Teachers should guide students to master the writing format of diaries, choose the content of diaries, etc., guide students to write short diaries, and help students develop the habit of writing diaries, so that students can often and carefully observe the things around them, carefully analyze and judge themselves What you see and hear, and then write down what you see, feel, and think in a diary. In this way, we can continuously accumulate materials and improve our expressive ability. Therefore, I pay special attention to guiding students to learn to observe in daily life, and ask them to write diaries of what they see, hear, feel, and think in life every day, so as to provide rich materials for future writing. At the beginning, I did not limit the content and number of words in the diary, and the expression methods could be various, such as copying a few aphorisms, jotting down a witty saying, writing an interesting thing, describing a scene, it could be a thousand lines, or A few words, but you must check and correct every day.

In the diary handed in, there are many good sentences, but some are like a running account and handled carelessly. However, no matter what, as long as the students write, they are encouraged. Writing diligently is an improvement. In this way, students are uniformly required to write by the teacher and gradually develop a good habit of conscious writing. This not only cultivates students' interest in writing, but also eliminates students' fear of writing. Through years of attempts, I have found that students’ language skills, observation skills, thinking skills, and expression skills are constantly improving. It can be seen that the role of diary writing in composition teaching cannot be ignored.

3. Increase the amount of reading and improve students’ writing skills

Writing cannot be separated from reading. Reading is the basis and prerequisite for writing. Mr. Ye Shengtao said, "If you don't have basic reading training, your writing ability will definitely not improve. In fact, writing is based on reading. Only when teachers teach well and students read well can they write well." Most of the students in our school come from the mountains in southern Ningxia. The students who immigrated from Zhuang have a limited knowledge base and poor family conditions, and there are basically no extracurricular readings. Therefore, in teaching, I focus on the teaching materials and use the content of the teaching materials as a breakthrough point to teach composition. Most of the compositions written by primary school students are narrative. In teaching, I first teach students to understand the texts in a certain order and level, so as to cultivate students' organized and hierarchical narrative ability. For example, in the lesson "A Group of Character Descriptions", I first guide the students to read the text carefully and discuss and learn in groups: What does the author grasp about the characters to describe and highlight the character's personality? What are the benefits of writing this way? During the discussion of students, give appropriate guidance and refer to the writing methods in the text, and ask students to write "A Familiar Person" using the method of writing about people in the text to write out a certain aspect of his characteristics. Students' emotions are high, and their compositions can be clear and focused. The content of textbooks plays a role in guiding students' writing, but it is limited after all. In order to allow students to read more extracurricular readings, my approach is: First, I go to the city library every weekend to borrow some extracurricular readings for students, encourage students to read more such books that are beneficial to composition guidance, and encourage them to interact with each other. Exchange each other's extracurricular readings to achieve maximum sharing of resources; secondly, a "class book corner" is carefully designed every semester, and students are ordered to read "Selected Journals of Compositions for Primary School Students", "Excellent Compositions for Primary School Students", "Innovative Compositions for Primary School Students", etc., and Students are called upon to donate books. In addition, we also cooperate friendly with other classes and regularly exchange extracurricular readings. Students are usually given sufficient time to read extracurricular readings and carry out a variety of reading activities. In extracurricular reading materials, students not only accumulate rich language and characters, but also learn certain writing skills. In the composition class, I organized all the students in the class to read and communicate and write their thoughts after reading the representative excellent articles. I also gave students the opportunity to show the effect of extracurricular reading and enjoy the joy of progress and harvest.

4. Teach students certain writing methods

There are also some important methods for students to write good compositions, such as more observation, more experience, more writing, more speaking, etc. These methods are all effective ways to improve writing skills.

Teachers should guide students to observe more and experience more in life. "Life is the source of writing." Actual observation and life experience are the gateway to acquire all knowledge. They are also an important way for students to directly use their senses to obtain first-hand materials in real life. Teachers' guidance of students to actually observe and experience every detail of life is an important way to cultivate and train their basic writing skills. This training should be carried out purposefully, planned and step by step. By observing and experiencing the people, things, and things in life around them, students will get a lot of good materials for composition, and they will also be able to write more vivid and detailed articles. Therefore, in the teaching process, I often guide students to learn to observe various animals and plants, and experience the joys, anger, sorrows and joys of life... After a period of observation and personal experience, students will become more comfortable in writing and truly appreciate the endless fun of writing.

Speaking more and writing more is also an important way to improve students' writing ability. After students become interested in writing, teachers should seize the opportunity to train students to speak more and write more. Writing is accumulation, speaking is improvement. Only by combining speaking and writing can writing skills be effectively improved. To achieve the goal of speaking more, we must first cultivate students' ability to dare to speak and love to speak, and overcome their timidity and fear of getting into trouble. My specific method is: through speaking training in each Chinese class, top students can tell the main content of the article they have read and their own feelings, etc.; middle-level students can tell the wonderful fragments, beautiful words and sentences in the article; the underachievers are different. , as long as they can say a few good words and sentences, they should be given positive praise. Secondly, students are encouraged to keep a diary, write down what happened around them, record passages in the article that they think are meaningful or beautiful, and write down their thoughts after reading or viewing the article. This not only accumulates rich writing materials, but also encourages students to develop the habit of loving writing.

5. Teach students certain composition knowledge

As students grow older, composition requirements also continue to increase. To improve the composition level of primary school students, in addition to reading more and writing more, they should also master certain composition knowledge. I mainly achieve training in this area through two ways. One is the blackboard newspaper that is issued every two weeks. Students have strong curiosity and can read and recite the contents of each issue's blackboard newspaper. Therefore, I arranged certain composition knowledge in the form of blackboard newspaper and taught the students subtly. The second is to teach composition knowledge to students through organized reading classes with the help of reading articles. The most common thing for primary school students is narrative, and narrative is divided into remembering things and remembering people. Primary school students should master the writing methods of these two types of articles.

So, using the reading class, I provided several typical narratives, such as "This incident is really unforgettable for me", "The person I admire the most", etc. After a period of time, students gradually understand how to remember people and events. But the problem comes again. The article is not specific and vivid, and the characters are not clear-cut. To this end, based on the students' composition writing practice, special topics such as "How to make articles concrete" and "How to write with the characteristics of characters" are carried out for students to discuss and communicate. In this way, students' composition ability has been greatly improved through examples and explanations.

6. Strengthen composition guidance, make corrections and comments

After handing in the composition, I Each student's composition is carefully corrected. When correcting students' compositions, I often use motivating comments to bring out the bright spots in students' compositions. For example, a unique title, a good beginning and ending, a wonderful phrase, etc. are all given positive praise, allowing students to experience the joy of success and enhance their confidence in writing. For problems existing in the composition, such as typos, improper word choice, incomplete sentences, etc., use fixed modification symbols to mark them out for students so that they can modify them by themselves, cultivating students' ability to modify their compositions. During the correction process, the "representative works" of the class are carefully recommended for other students to learn and learn from.

After the correction is completed, comment in a timely manner. There are two types of scoring: brief evaluation and detailed evaluation. Briefly comment on the bright points in some students' compositions, give praise and encouragement, tactfully point out the shortcomings in the compositions, and propose modification plans. To comment in detail on the "masterpiece" in the class, I led the students to discuss and talk about what is good about this article and what are the problems? How to modify? Let students fully express their opinions and inspire each other to achieve the purpose of learning from each other's strengths, taking advantage of differences, and improving together.

There is no fixed model for composition teaching, and the cultivation of primary school students’ composition ability cannot be achieved overnight. Only through step-by-step and bold reform and innovation can the composition level of primary school students be improved.