[Abstract]: Writing should be a natural expression of students' inner emotions, so it is particularly important to cultivate a series of emotions such as emotional enlightenment, emotional stimulation, and emotional education for students. In composition teaching, it is necessary to touch students' hearts, stimulate their emotions, and resonate with their emotions in order to enable them to write sincere and heartfelt articles, achieve the teaching goal of "I write my heart by hand", and enable students to understand emotions, sublimate emotions, and express emotions in composition learning.

[Keywords]: Proposition excitement, creating scenarios, communicating emotions, strengthening evaluation and revision.

The traditional composition teaching model with teachers as the main body, which includes teacher proposition, teacher guidance, student composition, teacher correction, and teacher evaluation, has a long process, scattered structure, subject object inversion, little feedback, and neglects the stimulation and cultivation of students' emotions. Student compositions are all "done according to orders", resulting in "one voice for a thousand people, one tone for ten thousand people". Emotions are the driving force behind students' writing. Only by arousing students' writing impulse and fully mobilizing their writing emotions can teachers and students transmit and communicate information in a pleasant writing atmosphere, enjoy the joy of success in passion, and make composition teaching full of vitality.

1、 Propositions are exciting and evoke emotions.

Student composition is a process of pouring out life accumulation and a reflection of students' actual lives. The first thing that students come into contact with in their essays is the topic. A novel and vivid topic with rich emotions can stir up students' writing emotions in their hearts. On the contrary, propositions that do not consider students' life accumulation and whether they can arouse students' interest in writing will, in a certain sense, violate students' writing psychology and suppress their writing emotions. Only propositions that flow from the bottom of children's hearts will be treated with great interest by them, "said Mr. Ye Shengtao. This sentence expresses the true meaning of essay propositions, which must fully consider the emotional reality and needs of children, be in line with their life accumulation, touch their heartstrings, induce their emotions, and stimulate their writing Motivation and initiative.

The proposition should pay attention to the "four characteristics". One is inspirational. Inspirational propositions not only evoke students' memories of life and bring up various vivid images as writing materials in their minds, but also broaden their thinking, generate associations from one to another, and trigger their potential emotions. The second is fun. Psychological research has shown that emotional impulses transmitted from the central nervous system beneath the cerebral cortex seem to awaken dormant cortical cells and activate them actively. Interesting propositions can evoke students' emotions and generate a positive desire to write. The third is emotionality. Emotional emotions are the excitement point of students' compositions. Emotional propositions can arouse students' creative passion and generate writing impulses. The fourth is flexibility. Mr. Ye Shengtao once said that essay writing is "done out of necessity" and "what students write must be their savings". We need to overcome the tendency towards formulaic, conceptual, and adult oriented propositions, and focus on flexibility. Forms such as "prescribed scope" (semi proposition) and "free proposition" can be used to enable students to broaden their thinking and speak freely according to their own needs and hobbies without psychological pressure, "I speak my heart, I write my mouth".

2、 Create a context to stimulate emotions.

Primary school students' thinking is mainly based on intuitive and visual thinking, and their emotions are always generated in certain situations. Emotions with situational significance have a more triggering effect on people's understanding and behavior. Emotions are conveyed through objects, and words are expressed through emotions. Only when infected by the environment, things, and atmosphere can corresponding emotions be generated. When emotions that cannot be expressed by oneself arise in the heart, they should be expressed through words. Zankov said, "We should open the windows and let the boiling social life and strange natural phenomena come into students' minds, in order to enrich their emotional experience and stimulate their expression of emotions." Therefore, teachers should guide students to observe strange natural phenomena and participate in the boiling social life. In addition, it is necessary to consciously create situations, enhance the atmosphere, and create a language environment where students have something to say and something to say, helping them capture writing opportunities and stimulate their writing emotions. There are various methods to create situations, such as "language description", "physical demonstration", "audio-visual rendering", "life reproduction", "live performance", etc., to immerse students in specific situations, making them emotionally stimulated and unable to express themselves. We not only need to guide students to observe and think in specific contexts, but also to enable them to enter the "realm" and generate emotions, integrate emotions into the realm, observe with emotions, deeply experience and feel the things observed, express their inner thoughts, and not create emotions for literature. After long-term practice, students have accumulated rich emotions and language skills, and their writing will naturally make great progress.

3、 Leading the way, communicating emotions.

Mr. Ye Shengtao said, "Teachers are good at reading and writing, well aware of the joys and sorrows, and able to find the right way to guide students, which can achieve twice the result with half the effort." Sukhomlinsky also attaches great importance to the "immersion" of teachers' compositions. He believes that the simplest reason why students cannot write compositions is that teachers themselves cannot write compositions, and students have never heard of teachers discussing writing compositions firsthand.

Teachers can personally experience the joys and sorrows of writing, understand the barriers and obstacles, and take the initiative to guide students in writing, so that they can teach at the key points. If teachers can share their experiences on how to draft articles, how to select materials based on ideas, and how to plan and layout articles with students, it will be beneficial to strengthen the relationship between teachers and students and communicate their emotions; Teachers' "diving" compositions with rich vocabulary and exciting passages can better infect and cultivate students; Teachers often lead by example and can subtly influence students with healthy and strong emotions, establishing a good image in students' minds, making them believe in their teachers because they are close to them, follow their emotions, and enjoy writing.

4、 Strengthen evaluation and deepen emotions.

Practice has shown that students who understand learning outcomes are more likely to improve their motivation, stimulate their emotions, and promote learning progress than those who do not. Therefore, essay grading should first be timely to meet the emotional needs of students to quickly understand their writing results. Secondly, one should be good at guiding and inspiring. Appropriate comments can not only help students clarify their direction and gradually find their writing path, but also enhance the emotional connection between teachers and students through it. Thirdly, moderate praise and criticism, emphasizing encouragement. The joy of success is a tremendous emotional force that has a catalytic effect on stimulating students' writing emotions. Essay grading should be good at capturing the shining points in students' writing, especially for underperforming students, and should be encouraged more, so that every student feels a sense of success after seeing the essay comments. Fourthly, the comments should have a sense of familiarity. Professor Graves, who specializes in teaching writing in primary and secondary schools in the United States, believes that "normal personal consultation between teachers and students is the foundation of true writing teaching. I think the "personal consultation" he referred to is probably not limited to face-to-face conversations between teachers and students, but should also include the form of "essay comments". Students have emotional involvement and choices when receiving knowledge or comments. If the teacher's comments are vague, only provide feedback without guidance, or are indifferent and hasty, it will make students emotionally reject it, dislike it, and even develop negative oppositional emotions. A friendly tone and suggestive negotiation tone are conducive to creating a harmonious and relaxed atmosphere, making students feel as if the teacher is having a friendly conversation with them while reading, with a happy mood, willing to use their brains and work hard to improve.

Zankov said, "Only in an atmosphere where students' emotions are high, constantly demanding improvement, and wanting to express their unique ideas, can rich and colorful thoughts, emotions, and words be produced." Emphasizing the cultivation of writing emotions, making students passionate about what they write, can all other writing factors be effectively mobilized and open up writing ideas. Only by integrating emotions can emotions reach their limits, making students' compositions full of true feelings and the entire composition teaching full of vitality.