[Summary]:Teaching should shift from "teaching knowledge and practicing skills" to "creating situations and cultivating literacy". Starting from the needs of students' daily lives, by setting tasks in real situations, students are encouraged to participate widely, explore truthfully, and express themselves freely. Under the effective guidance of teachers, knowledge is internalized as an essential ability to solve real life problems.

[Keywords] Real life scenario task writing teaching strategies, imagination

Solving specific problems in real life through real-life language application scenarios is an important way to promote students' formation of language literacy required to adapt to modern society. Therefore, teaching writing based on real-life situations is a conceptual shift in writing teaching guided by Chinese language literacy, and should become a universal consensus and expected pursuit for teachers. Because interest is the best teacher, we should start by writing sentences and sentences in lower grades to stimulate students' interest and make every student have a desire when practicing writing. Making writing a pleasure rather than a burden requires us teachers to put in more effort. For example, when guiding students to write an essay about small animals, I assigned them a task beforehand to carefully observe the small animals they like, and to understand their appearance, growth process, and living habits through personal breeding or asking others. Only by guiding students to perceive concrete images of thinking can we stimulate their positive thinking and thus stimulate their desire to express themselves. In this way, students' interest in writing has been greatly improved. Carry out a variety of colorful activities and cleverly incorporate composition teaching into interesting activities, so that students can learn and play while playing, and stimulate their writing enthusiasm; Praise and encourage students more in each assignment, fully affirm their achievements, and let them experience the joy of success. Based on this understanding, attempt to set real-life tasks to provide writing guidance to students and help them improve their writing literacy through the completion of real-life tasks. The specific method is as follows:

1、 Design real-life scenarios based on students' actual lives

Writing is a reflection of life, written for the sake of life, written for the needs of life. Without life, there is no writing. The training of life oriented composition is an exploration of theoretical reference and practical application of life education in the field of composition teaching.

Writing based on students' life experiences is a current teaching requirement for composition. From the perspective of teaching objects, the phenomenon of students' false compositions is very serious, and imitation and even plagiarism are still common. The level and ability of students' understanding of life reflected in the texts are still weak; From the perspective of composition teaching process, the teaching process is disconnected from students' lives and lacks a vivid sense of life. In order to enable students to write about their colorful lives and express their interests in a timely manner, we have mainly adopted the following measures

measures.

(1) Train students to write about what they have seen with their own eyes, heard with their own ears, and experienced firsthand.

The teaching of primary school composition has always been limited to the narrow world of "teacher taught composition", which undoubtedly restricts students' intelligence and stifles their individuality. To cultivate students to write about what they have seen with their own eyes, heard with their own ears, and experienced firsthand is to require them to express their thoughts in their own words, so that their compositions can present a unique style. Teachers should vigorously promote the idea of "letting a hundred flowers bloom and a hundred schools of thought contend", respect students' choices and expressions, and even tolerate some of their flaws and immature shortcomings, allowing them to overcome them on their own and grow themselves. This will enable students' personalities to be more and more prominent in their essays, and allow different "me" to be vividly and fully displayed in their compositions.

(2) Cultivate students to write sincere and heartfelt essays

True emotions and feelings are the foundation of personalized writing. In the process of essay training, we should advocate writing about real life, real emotions, and real thoughts. In terms of training methods, it should be emphasized that only the scope is defined without proposition. Let students have something to say and something to say, encourage them to find materials from life within a certain scope, and write their true feelings; Emphasize expression, but not limited to style. Encourage students to break free from common literary styles and express their vivid thoughts without being bound by conventions; Emphasize writing genuine emotions and feelings, but not limited to portraying real people and events.

(3) Cultivate students' innovative writing skills

Personalized writing should not only have one's own life experience and genuine emotions, but also have one's own unique insights, writing typical and innovative stories about trivial matters around them. Therefore, students are required to be thoughtful individuals in their daily lives, constantly paying attention to life, observing it, and gaining insights into it. The perception of life needs to be gradually cultivated over a long period of time, and teachers should combine it with reality and provide appropriate guidance. Once students have a certain ability to perceive, they will see the world with their own eyes and perceive life with their own psychology. Guide students to write about their unique feelings that set them apart from others, so that their compositions are not lacking in novelty.

2、 Creating realistic teaching scenarios to effectively stimulate students' imagination

Imagination is the key to writing a good essay, and a composition without imagination is lifeless. The source of students' essays lies in their daily lives, but due to their lack of attention to the lives around them, many students feel that there is nothing to write about and nothing to say when writing essays. Some even make up random stories, and such essays cannot be considered vivid. The "Chinese Language Curriculum Standards" require: "Encourage students to engage in imagination and fantasy, and encourage them to write about things in their imagination." Primary school students' imagination ability develops earlier, and they often use fantasy to observe, understand, and explain things in their living world. Fairy tale composition can use its strengths to stimulate students' potential imagination. Therefore, training students to write fairy tales is not only in line with the current situation of implementing the new curriculum standards, but also conforms to the laws of their psychological development, which is of great help in improving students' writing ability. Children are born "romantic" fairy tale writers, and the training of fairy tale composition is to unleash their imagination, making them like eagles soaring in the blue sky; Fish swimming in the sea! Fully enjoy the joy brought by composition classes. In order to cultivate students' writing ability, we have taken the following measures:

(1)Provide imaginative conditions and encourage bold imagination.

The content of fairy tale essays covers all aspects of students' lives and spaces. Everything that happens in life can be reflected in fairy tales; The joys and sorrows of students can also be reflected in fairy tales. We actively encourage students to say what they want to say, write what they want to write, and select materials from various perspectives. In training, we should provide them with situational conditions for free imagination and independent thinking, and encourage them to boldly fantasize. With the freedom to roam freely, there are no longer so many restrictions and limitations, and students can fully develop.

(2)The church's conceptual approach advocates for individual expression.

Fairy tales often attract people with captivating plots, so when training students to write fairy tales, they need to pay attention to clever ideas. The same innovative theme, if not well conceived, will not attract people. Fairy tale language has unique characteristics, and writing fairy tales has advantages in developing students' language skills compared to writing general narrative texts. Students have a broad space for expression and can use a variety of expressive techniques comprehensively. Secondly, fairy tales are a true reflection of students' inner thoughts and emotions, reflecting their personality, interests, and hobbies, which makes their language expression more personalized.

(3)Pay attention to reality and demand reasonable imagination.

Once children's thoughts are stirred up, they often take advantage of their enthusiasm and imagine endlessly. Therefore, we need to make imaginative and reasonable demands to students. Because only when imagination is reasonable can it be meaningful. Whether it is reasonable or unreasonable, children often cannot grasp it. They only make conceptual demands and cannot grasp the essentials. The role of a teacher is to timely tap into students' spiritual sparks, allowing them to base themselves on reality and imagine rationally.

3、 Enrich life, accumulate materials

Famous educator Mr. Ye Shengtao once said, "Life is like a source, and writing is like a stream. The source is rich and inexhaustible, and the stream flows naturally and lively." To solve the problem of students having "nothing to write about," teachers must consciously enrich students' lives and guide them to accumulate writing materials from the rich and colorful life. And students' daily life is a good place to explore writing materials, so teachers must guide students to enter and experience life.

(1)Guide students to observe carefully in their daily lives. For example, observing the flowers, plants, and trees in nature; Listen to the chirping of birds and insects in nature; Appreciate the pastoral scenery of the countryside, the scenic spots of the town, etc.

(2) Encourage students to actively take on household chores within their abilities and absorb vivid and interesting life materials from their labor. Such as cooking and stir frying, doing laundry, tidying up the room, working in the fields, etc.

(3)Carry out diverse and colorful team activities. Such as watching movies, visiting communities, participating in intellectual competitions, telling stories, performing skits, etc.

With these rich life materials, students will not encounter nothing to say or do when writing essays.

In summary, teaching composition is a complex and lengthy practical process that requires joint efforts from teachers and students. Only by encouraging students to pay attention to reality, love life, and be willing to express their true feelings about their inner world in their essays can they write beautiful, vivid, and authentic essays.

Reference:

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Education and Teaching Forum. Issue 45, 2012 Warm and fragrant Song Xiaoliang

[2].The Enlightenment of Composition Teaching in Primary and Secondary Schools on the Reform of Writing Curriculum in Chinese Language and Literature Education Major

Chinese Language Journal. Issue 7, 2012 Yang Zhou

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Foreign Primary and Secondary Education PKU was included in the "Overview of Chinese Core Journals" by Peking University Was included in the CSSCI 2000 issue of the Core Journal Catalog of Nanjing University Zhao Xianzheng

[4]. Practical exploration of the connection between composition teaching in primary and secondary schools

China Science and Education Innovation Guide. Issue 21, 2012 Ning Xuedan