[Abstract]: Composition teaching is a key and difficult point in primary school Chinese language teaching, which reflects the overall mastery of Chinese knowledge by children and is also an important indicator for measuring the effectiveness of Chinese language learning. Over the years, it has been regarded as the top priority of Chinese language teaching. In recent years, the implementation of the new curriculum reform has optimized the traditional path of composition teaching, and the effectiveness of primary school composition teaching has been effectively improved. However, the current situation of arbitrariness, blindness, and poor effectiveness still exists. This article takes the existing problems in primary school Chinese composition teaching as the main entry point, conducts in-depth analysis based on the teaching situation, and proposes further improvement and optimization strategies for composition teaching.

[Keywords]: Primary school Chinese language; Composition teaching; Optimization; strategy

Chinese language is one of the compulsory subjects in primary school teaching, which lays a good foundation for children's further in-depth learning in the future. However, children in the lower and middle age groups have weak accumulated Chinese vocabulary and logical abilities, lacking careful organization, logical thinking, and writing methods. Therefore, when writing essays, they are even more confused and clueless, pulling back and forth, with few punctuation marks throughout the entire essay, unable to grasp the key points of the writing, unable to highlight the central idea, and reading it tasteless. Faced with children in the early stages of forming their writing thinking, primary school Chinese teachers take active actions, actively optimize and innovate teaching models, and explore effective strategies for optimizing primary school Chinese writing teaching.

1、 Current situation of primary school Chinese composition teaching

（1） The teaching method for writing is single

Writing first requires grasping the theme of the article to be written, and then conceptualizing, choosing words, and constructing sentences. However, in actual writing teaching, many teachers have not conducted in-depth research on the teaching process and writing process, and have shifted their teaching focus from cultivating students' writing skills to analyzing compositions. The training of children's writing abilities is neglected, and scientific and systematic writing methods cannot be mastered. Children in the younger age group of primary school are exposed to more writing topics about characters, which requires teachers to clearly teach them the key points, techniques, and methods of writing about characters. For example, if children are asked to write a composition about "me", there is a perfect score essay "I am a TV fan" written like this: "Every family has TV, but no one can match my level of love for watching TV..." Use concise language to provide a clear and concise opening point, then use humorous and mischievous sentences to vividly describe their love for watching TV, and finally use the sentence that leads the whole text to summarize. This writing technique may seem simple, but it integrates the teacher's in-depth writing ideas. Guidance is necessary to enable children to have such a systematic writing approach during the writing process.

（2） Neglecting the cultivation of writing interest

Interest is the best teacher. In traditional composition teaching, teachers tend to encourage children to memorize beautiful model essays, sentence structures, and even sentences, and rigidly apply them to their own compositions. This kind of composition teaching neglects the cultivation of writing interest, seriously restricts children's divergent thinking, and the finished compositions lack novelty, which affects the cultivation of children's innovative ability.

（3） Students have less reading accumulation

Reading accumulation is the foundation of writing ability. Children usually read less and do not have as much knowledge in their stomachs. The essays they write are dull and boring, and the journal like articles make teachers angry. Children who do not receive praise lose their confidence in writing essays, and they also dislike reading. This vicious cycle continues, and their writing skills become worse and worse.

2、 In depth analysis of textbooks and optimization of Chinese composition teaching in the middle and lower age groups

（1） Starting from textbook research, explore effective training points in textbooks

The primary school Chinese textbooks have carefully selected beautiful articles for each article. Not only is the text beautiful, rich in meaning, and intricately constructed, but it often has great room for expansion and extension. In teaching, on the basis of accurately grasping the textbook for teaching, we should deeply explore the areas that are conducive to students' essay training, so that the writing training can be put into practice, which is undoubtedly very important for students' ability development. Because the purpose of teaching basic knowledge is ultimately for students to apply it to expression, and composition is the activity of applying these basic knowledge.

Taking the beautiful poem "Four Seasons" in the first grade textbook of the Ministry of Education as an example, the whole poem is full of childlike charm and rich meaning, and students enjoy reciting and learning. In teaching, I delve deeply into the textbook, pay attention to combining with students' actual situations, guide students to comprehend while reading, and internalize while speaking. I have designed many practice speaking sections, which are closely integrated with the learning of the text. These sections not only help students immerse themselves in the text and understand the poetry, but also enable them to step out of the textbook and into life, allowing their thinking to be better expanded and trained, and stimulating their interest in learning and participation. The students are very active in practicing speaking, with witty and humorous remarks. Unconsciously, I comprehended the poetry and trained my writing skills. The whole class was easy and practical to learn.

（2） Organic infiltration in reading teaching and exploration of writing ideas

Children in the younger age group of primary school have limited knowledge, weak language expression ability, and are unable to use beautiful sentences to describe certain things in their writing. They need to dig deep into textbook resources and appropriately expand on articles with beautiful quality in the text to stimulate their writing ability and interest.

For example, in the first volume of the second grade of primary school, the article "Mount Huangshan Strange Stones", which links with the reality of life, skillfully uses metaphor, exaggeration, personification and other writing techniques to describe the beautiful Mount Huangshan Strange Stones in the south of Anhui Province, which are famous at home and abroad, and the charming appearance of Mount Huangshan Strange Stones in the author's writing. The teacher encourages children to imitate the text and combine learned rhetorical methods to imitate the beautiful scenery in their hearts, exercise their ability to imitate and continue writing, and improve their expression level.

（3） Make full use of the exquisite illustrations in the textbook, the accompanying wall charts and courseware, and other visual materials to guide students to conduct essay training through observation and appreciation

The Ministry of Education's lower grade textbooks place great emphasis on the visual and practical aspects of the materials. Starting from the age characteristics of students, each textbook and important teaching content is accompanied by exquisite illustrations. These illustrations not only help students understand the content of the text, but also serve as excellent materials for us to observe and train students in speaking and writing. In the first grade edition of the textbook "Going on a Hike Tomorrow", in order to help children imagine the scenery of the sea, the text is accompanied by an illustration of a seaside scenery. During teaching, I not only use this illustration as an auxiliary tool for reading teaching, guiding students to imagine the beautiful scenery of the seaside, but also make full use of it for essay training. Based on the characteristics of first grade students in the first semester and the goal of oral composition training, I guided the children to carefully observe the pictures. Apart from the seawater and white clouds mentioned in the poem, what other scenery by the seaside makes you curious? Say something similar to the sentence in the poem. The children have a strong interest and express themselves very actively, which is pleasing.

Conclusion: The cultivation of primary school Chinese writing ability improves children's language expression ability and also exercises their logical thinking. Primary school Chinese language teachers should combine children's existing writing skills, fully develop existing textbook resources, constantly explore and innovate, find skills and methods suitable for young children's Chinese writing, abandon the outdated teaching methods in traditional composition teaching, guide children to set clear writing goals, accumulate writing materials, optimize and innovate writing teaching methods, find practical and feasible new writing ideas, and write beautiful compositions.

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