In primary school Chinese language teaching, composition teaching has always been an important and persistent issue. According to research, writing barriers formed during primary school can accompany and affect students' subsequent learning. That is to say, many students who did not develop corresponding writing skills in primary school also find it difficult to write excellent essays in their future learning process.

From this, it can be seen that whether it is for the needs of assessment and evaluation, or based on the needs of students' learning and development, we should attach great importance to composition teaching and cultivate students' writing ability through effective methods. The author believes that we can start from two aspects: firstly, establishing a composition teaching philosophy that is in line with the new context; Choose effective teaching methods for composition.

For the former, the author believes that the language construction and application, as well as the development and improvement of thinking emphasized by the core literacy of Chinese language subject, are actually two important ideas in primary school composition teaching. Only by laying the foundation for students' language use and forming clear logic in the process of language use, can students' writing ability gradually improve; In addition, in the process of student writing, "thinking" plays an important role. A large number of recitations of model essays and sets of patterns are expected to improve writing skills through imitation, but cannot truly improve essay writing skills. Only by drawing inspiration from 'thinking' can one make their thoughts flow like springs, their strokes like gods, and their spirits shine brightly. For the latter, the author believes that the focus is on grasping the cognitive characteristics of primary school students, especially the characteristics manifested in the process of writing. Based on these characteristics, attention should be paid to students' positioning in the writing teaching process, that is, the issue of "how to teach", and efforts should be made to change teaching methods and adjust teaching styles. This can provide practical and feasible teaching methods for frontline teaching, and thus improve students' writing skills.

1、Double line structure for fun

How to teach primary school composition under the background of core literacy is an urgent problem that needs to be solved. Researchers have proposed the idea of "self realization and self construction" in practice, which is a new method based on examining the current problems in composition teaching. It involves three stages: pre composition, in composition, and post composition, emphasizing more on students' self comprehension and self construction in the composition process. Under this teaching mode, teachers can organize structured content, promote a "dual line structure", pursue a "logical and interesting" classroom, synchronize students' writing interests and abilities, and thus enhance students' writing literacy. On this basis, the author believes that the current primary school composition teaching needs to establish two understandings:

Firstly, explore the charm of writing and encourage students to start writing under the drive of interest. Teaching composition to elementary school students requires more stimulation of their interest in writing. In fact, elementary school students are interested in many things in their daily lives. Teachers can hide the purpose of composition teaching and start with things that students are interested in, allowing them to think about how to describe their feelings in language and words under the drive of interest, which will also stimulate

Students' writing motivation opens the door to effective writing.

Secondly, based on the core literacy of the Chinese language subject, a composition teaching approach driven by core literacy should be formed. The teaching objectives of composition in the new era should be consistent with the pursuit of cultivating core literacy in the Chinese language subject. Teachers should enable students to achieve the goals of language construction and application, thinking development and improvement through composition training; Conversely, the various elements of core literacy in Chinese language can also be used to guide composition teaching.

Based on these two understandings, there are new practices in primary school composition teaching.

2、 Cleverly using context to promote optimization

Under the background of core literacy, in order to succeed in primary school composition teaching, it is necessary to pursue the common results of emotions and cognition. From an emotional perspective, teachers should create interesting situations that allow students to truly immerse themselves in, be driven by interest rather than just being satisfied with it, engage in deep thinking, and use language and words to describe their own thoughts. Thus enhancing students' ability to use language and writing in real contexts. From a cognitive perspective, emotions can drive students to better use language and writing. Only in this way can we design a composition teaching process that meets the cognitive needs of primary school students, promote their thinking and understanding of life, and then connect their life insights with words. When students are clear about what kind of words to use to accurately describe their life experiences, their writing skills are improved.

The scenery on the way to school "is an essay topic that is in line with the actual life of elementary school students, and students also have considerable life experience in this regard. In the essay teaching on this topic, the author asked students to first think about their "way to school" based on their actual lives, and then think about the meaning of "scenery". When students reflect on what they have seen and heard on their way to school, they quickly think of many things, such as the buildings on their way to school, interesting things they have encountered before, and so on. These examples are actually realistic, things that students themselves see and hear. From the perspective of improving the level of composition teaching, this realistic process is still at a relatively low level, but it cannot be ignored that it is this stage that lays the foundation for students to further think, gradually moving their thinking from low to high levels. At the same time, this is also a process of moving from real-life scenarios to imagined 'scenery'. In this process, if teachers organize students to collaborate in groups and allow them to exchange their imagination results, students' writing will be smoother. For example, a student wrote the following text:

My home is very close to the school, only a few minutes' walk away. For a long time, I didn't feel any scenery on the road. However, when I calmed down and thought about it, I realized that if I pay attention to observing life, I can see the scenery: the cars coming and going on the road are scenery, witnessing the development of transportation; The bustling voices on the road are like scenery, witnessing the communication between people; The classmates on the road are also scenery, full of vitality and warmth

This student usually finds it difficult to write such fluent sentences, but in this essay training, he effortlessly wrote down these words, which is a phenomenon worth studying. In my opinion, the key to success lies in creating a realistic context for students, where they can freely think and organize their language. You can also optimize your language during group collaboration. Both the process of thinking and the process of optimization are the process of using language driven by students' thinking. Obviously, this corresponds to the construction and application of language, as well as the development and enhancement of thinking in the core competencies of the Chinese language discipline. In fact, when designing essays on this topic and designing specific essay teaching methods, the author also fully considered the need for cultivating core literacy in the Chinese language subject. This actually creates a positive mutual promotion relationship between essay teaching and core literacy cultivation.

3、 Integrated evaluation improves efficiency

In previous essay evaluations, students were not clear about the specific goals of each assignment, and teachers' evaluations were scattered and not systematic. The unified edition of textbooks places more emphasis on the connection and progression between knowledge, which is very beneficial for students to systematically improve their writing skills. So before the writing class, the author will let students clarify the writing goals and requirements, and in the writing guidance, they will focus on the goals to "build a staircase" for students. In the evaluation of assignments, the assignment evaluation form is used to conduct student self-evaluation, peer evaluation, and teacher evaluation around the objectives of the assignment, achieving clear goals.

Mr. Lu Xun once said, "Children can be respected. They often think of the realm above the stars and moon, the situation below the ground, the use of flowers, the language of insects; they want to fly into the sky, they want to infiltrate ant nests..." It is widely recognized that children have the potential for imagination. One of the goals of composition teaching is to unleash this potential and elevate their imagination to a higher level. Under the background of core literacy, composition teaching must aim at such goals, and through the connection between goals and paths, make students fall in love with composition, so as to truly achieve the goal of 'I write my heart'.