Mr. Ye Shengtao once said, "Life is like a source, and writing is like a stream. The source is abundant, and the stream is naturally lively and flowing day and night. In the master's view, writing an article is not difficult. As long as you are in life, you have the material for the article, because your life is not empty, numb, or boring, and you are not a thoughtless, heartless, or careless person.

For students, writing is a way of recording children's emotions. Primary school composition teaching is not only a process of improving students' written expression ability, but also an educational process of cultivating and enriching students' emotions. But why does writing articles become a "roadblock" in students' Chinese language learning? We have always exaggerated students' aversion to writing, but in fact, composition teaching is also seen as a "minefield" by teachers, afraid to avoid it? I am also an ordinary Chinese language teacher, and the "fear of difficulty syndrome" in writing has been accompanying me like a shadow for many years.

It wasn't until I participated in the relevant training of the composition department that I suddenly realized that we have always viewed children's lives from an adult's perspective, guided their writing with the thinking patterns we have formed for a long time, and measured the quality of their articles with adult standards. The new round of curriculum standards proposes a new concept in writing: the core is to restore the true nature of composition, composition is a necessity of life, composition cannot be separated from the comprehensive cultivation and improvement of Chinese language literacy, and composition teaching should serve students.

Looking back at my own writing teaching, I believe I have accumulated some experience through years of imitating others. However, compared to their writing teaching philosophy, there are still many areas that are not satisfactory through listening to the lectures and lectures of relevant experts and teachers in the composition department. Based on the new understanding of the curriculum standards and the new insights gained from this essay series experiment, I will re analyze, re-examine, reposition, and revise a third grade essay that I have guided.

[Case Description]

This is a third grade essay. The content is based on comprehensive learning and oral communication, using one or two things to write about the love of parents for oneself, or other touching things that happened between oneself and parents.

In the preparation stage of the assignment, I verbally assigned observation tasks to the students: pay more attention to touching things that happen between you and your parents when you go home, and focus on several events where your parents care about you as material for the assignment.

In class, due to time constraints, I only asked a few students to give simple examples before starting to guide them in their writing. I told the students that at the beginning of this assignment, they should first write about how their parents' love for them is meticulous and must be demonstrated through one or two examples. When writing about things, it is important to pay attention to time, place, characters, causes, processes, and results, all of which are indispensable. Only in this way can the process of the matter be written clearly. It is also necessary to intersperse the language, actions, expressions, and psychological descriptions of the characters to make the matter more vivid. At the end of the article, do not forget to thank your parents again for raising you, achieving a "beginning and end correspondence".

In order to encourage students to start their assignments as soon as possible, I provided them with multiple sample essays for them to appreciate. After completing the guidance, I proudly waited for the students' "masterpiece" to come out, feeling good about myself. However, the reality has left me behind from the cloud, and there are many problems with students' compositions, including: 1. Similar events. The examples selected by the more than forty children in the class are nothing less than three things. Firstly, when they fell ill, their parents braved the wind and rain to take them to the hospital and stayed there all night; Secondly, if one is not proficient in their own studies, their parents patiently provide guidance; Thirdly, it was raining and I didn't bring an umbrella with me. My parents gave me an umbrella. 2. Similar patterns. Under my "tough" guidance, the students' compositions were neatly divided into three parts. The beginning and end were sung loudly, while the middle part lacked creativity. Some students even copied the words and phrases from the sample essays into their own compositions. 3. The writing style is similar. The narrative of most student events is like a running book, mechanically arranged in order without any twists or turns, like water flowing through a river, dull and uninteresting.

Self examination

What are the reasons that make our hard work go to waste, and what are the reasons that make the labor we put in not proportional to the final results? There are four reasons for the above situation based on self analysis:

1. The positioning of teaching objectives is too high, which affects students' interest in writing.

The requirements for the second stage of writing in the curriculum standards are: pay attention to things around you, be willing to express yourself in writing, and enhance the confidence of the writing. Be able to write down your observations, feelings, and imagination in an informal manner, paying attention to expressing what you find novel, interesting, or most memorable and moving. But I blindly raised the requirements for the writing, which required both organization and vividness, both thoughtfulness and attention to writing methods. The many goals made students fearful of this writing, affecting their interest in it, and at the same time, they were stuck in the box, unable to "show their full potential".

【Many feelings】

Shakespeare once said that knowledge must be in line with one's own interests in order to benefit. For a long time, we have been striving to accumulate experience in teaching composition, but the psychological state of students who generally dislike and fear composition has not been well improved, especially for students who have learning difficulties, they are "respectful and avoid writing". There are too few students who can see writing as a "necessity of life" and a "pleasant thing", and thus enter the realm of "writing with a pen and ink, filled with joy".

Therefore, cultivating students' interest in writing remains the primary issue. Teaching objectives should be determined based on the psychological characteristics of students, and the objectives should be aimed at all students, without deliberately elevating them. Middle school students only need to express their observations and feelings about life in an informal manner, without making excessive demands on writing methods, ideological connotations, or structural paragraphs. They should always prioritize their interests.

2. The directional guidance for observation is not strong, there is no written record, and there is no detection process for observation in the classroom.

Although I noticed the guidance on observation and data collection before the assignment, there were no specific guidance methods or written records, and students were perfunctory in their observation tasks, resulting in poor results. In addition, there is not enough time in the classroom to train students' ability to process information, and students are even less likely to strive for excellence in observation.

【Many feelings】

The observation section of Teacher Li Xiangju's classroom teaching left a deep impression on me. She not only guides students in observation, but also carefully designs written observation records for students to fill out. Fully display observation records in class, evaluate observation records, and screen observation records. We found that this is the first-hand material for students' writing, reflecting the value of recording. Student writing must have an understanding, insight, and discovery of life before it can be expressed through language and words. Only by observing carefully can details in life be discovered. Students must absorb the nutrients of life, thought, and knowledge from the objective world and books. With these rich reserves, the problem of material sources can be solved, and they can get rid of the embarrassing situation of "a clever woman cannot cook without rice".

3. Guiding students' writing according to personal preferences, making them passive recipients and failing to reflect their subject status in learning.

Writing is just a simple expression process for students to 'write my heart by hand'. If teachers prioritize their own wishes over students' preferences, students will no longer be 'writing what I want to write', but will become 'writing what teachers love to read'. The purpose of the composition has undergone a fundamental change.

【Many insights】

The current situation of many primary and secondary school students writing essays is to tell lies, talk big, and make empty promises. But our composition teaching requires students to express their true feelings, tell the truth, tell the truth. Writing is about teaching students how to write, rather than being monotonous. In Teacher Li's classroom, students are required to write about various characteristics of their classmates, including those who capture the trait of love for food and describe unsightly eating habits, and those who capture the trait of crying and depict cowardly images of crying when faced with problems. It can be seen that if students can write articles according to their own preferences, they can naturally shape a vivid image. If teachers blindly teach students to write "works that fit the context" and "works that fit the topic", and blindly teach routines and play with techniques, the result will only gradually deviate from the current teaching philosophy of composition.

4. Overly relying on the demonstrative role of examples and neglecting the effective combination of reading and writing.

Example texts are not necessarily unusable, but it is important to pay attention to the degree of accuracy. It is better to make full use of relevant textbooks and incorporate guidance on writing methods into reading instruction to improve students' starting point for writing.

【Many insights】

The current Chinese language textbooks are classified according to units, with each unit having a unified theme, and the setting of several texts closely revolves around one theme. In reading teaching, we need to consciously guide students to understand the different language forms of articles on different topics, appreciate their expressive effects and functions, and understand the emotional connotations they contain. These are all things we need to pay attention to. Only when students know how to write, can they "learn how to write" in their own compositions, and the instrumental nature of Chinese language can be better reflected. In Ms. Li's classroom teaching, she rewrote the text "I Can't Break My Trust" in a few words. Compared with the text, students can easily understand that this kind of stripped description cannot depict the honesty and trustworthiness of Soong Ching ling. Naturally, they also appreciate the benefits of capturing Soong Ching ling's language and actions in the original text of the text.

After careful consideration, behind the teaching of simple composition, teachers need to put in more effort. Only with rich experiences, sharp observations, and excellent skills can they lead children, control the classroom, and truly enable children to learn writing easily.