[Abstract]: Chinese language is a course of listening, speaking, reading, and writing. In Chinese language learning, although writing is the last priority, it is the top priority of teaching. At present, many students furrow their brows when it comes to writing essays, not knowing how to start writing or how to use words to express their thoughts and emotions. In this environment, it is very important and crucial for Chinese language teachers to effectively utilize students' current learning and life experiences, stimulate their interest in writing articles, and improve their writing abilities. This article elaborates on how to gradually improve writing ability by cultivating writing interest, strengthening daily accumulation, guiding the increase of reading volume, accumulating writing materials, and continuous writing training.

[Keywords]: cultivating interest, accumulating reading experience, writing training, teaching strategies

Chinese writing accounts for a large proportion of the subject score, and Chinese learners not only need to read fluently, but also be able to express their thoughts and emotions in written form. However, these are undoubtedly very difficult for elementary school students who are new to the subject of Chinese language. If teachers only teach based on theoretical knowledge in the classroom, it will cause students to lose interest in Chinese writing and develop a sense of disgust. This will make it difficult to achieve teaching goals, resulting in students' knowledge not being consolidated and their Chinese writing ability naturally not being improved. Therefore, in daily teaching, primary school Chinese language teachers should adopt different methods and gradually cultivate their writing abilities to enhance their writing skills.

1、 Pay attention to cultivating writing interest.

Primary school students, due to their childlike nature, are full of curiosity and imagination, and always have countless thoughts and understandings about the people and things around them. If Chinese language teachers can effectively understand their unique psychological dynamics during their growth process and actively guide them on how to use their curiosity and imagination to clearly express their experiences and emotions through the Chinese language knowledge they have learned. This also requires teachers to fully respect the physical and mental development characteristics of students, based on the actual situation of primary school students, so that they can have something to say in the process of writing Chinese essays, form confidence in writing articles, and truly write their personal experiences and feelings in an organized and logical way through their own real life experiences. Only through such scientific and reasonable methods can the improvement of primary school students' essay writing be more effective. Therefore, teachers should allow primary school students to experience the joy of successful composition and help them build confidence in their writing; We should respect the self-esteem of elementary school students in writing and stimulate their desire to write; Never be too demanding and make elementary school students feel that their future in writing is bleak. Only in this way can we enhance their interest in writing.

2、 Strengthen daily accumulation and improve the ability to form conjunctions into sentences.

Writing cannot be separated from the flexible use of a large number of words and sentence structures. Without the accumulation of a large number of words and the ability to form conjunctions into sentences, the writing level cannot be substantially improved. In the teaching of primary school Chinese language courses, it is necessary to accelerate students' mastery of words, deepen their impression of words, and enable them to spell or interpret words that have already been learned, enhancing their understanding of words. After teaching Chinese language courses, teachers can assign homework to fill in words and make sentences, allowing students to completely break free from the situation of only knowing how to speak but not how to write. As the saying goes, "a good memory is not as good as a bad pen." Although students may seem to have a firm grasp of words during the process of spelling, their spelling speed and accuracy will decrease when they are actually put into writing. Moreover, written homework can enhance students' impression of words. Students should not only apply the words they learn in class, but also be able to read, spell, and write. After the unit course, the teacher should review the words in this unit and the previous units, which can deepen students' impression and understanding of Chinese words.

3、 Enhance reading experience and cultivate language sense.

（1） Proficient in in in class reading. In reading teaching, it is particularly important to explore the deep meaning of language and words. Only by placing specific language and words in a specific language environment and connecting them with the context can we achieve better understanding of these languages, and then transform common language into personalized language. There is a close relationship between writing and reading, and improving writing skills cannot be achieved without extensive reading and a strong sense of language. Teachers should use their spare time and free time in the classroom to create opportunities for students to improve and practice their Chinese reading skills. They can purposefully guide students to engage in free reading in class, and also make full use of students' morning self-study time to increase reading experience. They can guide class leaders to lead students in reciting Chinese texts, or have students read along with recordings. Through leading and following, students can correct their tone and context errors in reading. Finally, students can freely control their reading time, either reading or writing while reading. Through reading, students' oral expression will become increasingly fluent and proficient, and their language sense will involuntarily form.

（2） Guide students to increase their extracurricular reading volume. The sentence patterns and vocabulary in the text are relatively limited. If you want to fundamentally improve your writing skills, extracurricular reading is essential. In daily life, it is important to increase understanding and mastery of the knowledge in the text. Outside of class, it is important to purposefully search for and collect relevant reading materials for students to read, in order to expand and extend the content of the text. For example, ensuring half an hour of extracurricular Chinese reading time every day; Encourage students to repeat effective extracurricular reading materials; Teach students effective reading methods: During the reading process, focus on mastering the characteristics of words and sentence patterns, and be able to make sentences by drawing analogies. For extracurricular reading, it is not only necessary to read carefully and meticulously, but also to extract and memorize commonly used phrases, sentence patterns, and classic paragraphs from extracurricular reading materials. Long term reading of a large amount of extracurricular reading materials can enhance language expression ability and promote the formation of language sense. Many beautiful sentences will be readily available to us, and writing will be easy to handle.

4、 Acquire knowledge and accumulate writing materials from a rich and colorful life.

In composition teaching, especially when teaching note taking compositions, in order to make students describe something clearly, they need to find materials from life. Only by letting students enter life and experience it freely can they create life and express it better. Then we need to guide students to learn how to observe. Observation is the main way for people to understand things and an essential basic ability for any job. It plays a crucial role in guiding students to accumulate writing materials. Firstly, teachers should teach students observation methods and sequences, so that they can learn to observe things in an organized manner. Secondly, teachers should help students clarify the focus and purpose of their observations. The key is to encourage students to observe carefully, and there is no need to talk too much about minor or irrelevant matters. In addition, it is necessary to regularly guide students to pay attention to the people and things, scenery and objects around them, and capture fresh and meaningful goals in a timely manner. Thirdly, practice tells us that only by observing carefully can primary school students see in detail, comprehensively, and accumulate materials. So students are required to use their weekends to accompany their parents or friends to go shopping, or to enter bookstores or libraries, to gain new knowledge from extracurricular reading materials, to explore the ocean of books, and to experience a different style. Entering the embrace of nature, experiencing the magnificence of mountains and rivers, discovering and acquiring knowledge from nature, vivid and touching images will come to life on paper. In addition, strengthening reading, reading more, familiarizing oneself, and memorizing extensively are effective methods for accumulating writing materials. Life is the source of writing, both a fact and a rule. Teachers should guide students towards society and nature, so that they can learn to receive information comprehensively and develop the quality and habit of serious thinking in a larger range of practice.

5、 The key to improving composition lies in practicing writing.

In primary school Chinese language teaching, teachers must seize various opportunities for writing articles, allowing students to practice writing in their daily lives and studies, especially diary writing, which is very meaningful for children. Being able to motivate them to find emotional, meaningful, and interesting things in life by grasping some details around them, and to record these things clearly in their own words. To make students realize that Chinese writing is not a process of creating something out of thin air and piecing things together, the things told and the emotions invested in writing must be true. After each article is written, the teacher should ask those students who are good at writing to share their feelings during the writing process, and then share some of their experiences in writing: the brilliance of excellent essays often lies not in language, but in ideas. For example, unique insights and experiences into life, unique perspectives on issues, unique perspectives on problems, clever conceptualization, and so on. Teachers should guide students to develop their imagination. Without association, there is no creation, and without association, there is no innovation. Teachers should inspire students to use their existing life experience and knowledge to engage in active thinking, develop rich associations, and generate various images in their minds. Teachers should be good at inspiring students to rethink things. Students often feel unable to start with familiar events. At this point, teachers should fully inspire students, 'seduce' their memory materials, and transform the stored information into language.

In short, composition teaching cannot be achieved overnight, and the improvement of students' writing ability cannot be achieved overnight. Composition teaching should be student-centered, close to students' reality, integrate composition teaching into nature, society, and life, adopt flexible and diverse training forms. In the process of writing training, teachers insist on encouraging students to pay attention to life experience, strengthen extracurricular reading, enrich writing language, use diverse evaluation methods, increase students' interest in writing, ignite students' desire to write, and make students want to write, know how to write, and enjoy writing. If we pay attention to the improvement of students' Chinese language literacy, their writing ability will definitely continue to improve.

Reference

[1] Yin Shuping: A Study on the Lifestyle of Primary School Composition Teaching "Success (Education)", December 2008

[2] Zhang Guangzhi A Brief Discussion on Teaching Strategies for Primary School Composition [J] Curriculum Education Research, 2018 (12): 2