[Abstract]: The middle grade of primary school is the starting stage of composition, and students enter the threshold of writing from then on. Writing teaching has a profound and important impact on the improvement of students' writing ability. In the middle stage of primary school Chinese language teaching, teachers should develop effective teaching methods to implement composition teaching, with writing practice as one of the widely used teaching methods, which can improve the effectiveness of writing teaching

Promoting effect. Teachers can carry out a "seize every opportunity" style of writing practice on the basis of teaching content, promote the combination of reading and writing, and comprehensively improve students' writing ability unconsciously.

[Keywords]: Primary school Chinese, middle grade, writing practice with writing skills

The unified textbook has constructed a dual line unit system of "reading and expression", providing certain conditions for implementing integrated reading and writing teaching. The integrated teaching of reading and writing is conceived as a whole on a unit by unit basis, but in specific implementation, it still needs to rely on individual texts to be implemented sequentially. In a single text, the textbook provides rich reading and writing training resources, which teachers can use to design some "small practice" activities and carry out integrated reading and writing teaching.

1、 Practice writing requires attention to detail

（1） Explore textbooks

①Strengthen imitation writing training

Most ancient people imitated their predecessors in writing and composing poetry. Especially for children, their innate ability to imitate is strong, and imitation writing training is an important means to integrate reading and writing. The first unit of the first volume of the third grade Chinese textbook in the unified edition emphasizes paying attention to fresh words and phrases. When students imitate and practice writing exciting passages, they should apply what they have learned.

Imitate words and phrases. Words and sentences are the foundation of paragraphs and even discourse, and imitating fresh words or sentence structures is an extremely effective way to train students' language abilities. Teachers should guide students to discover and master the characteristics of word combinations and sentence structures in sentences, and improve their ability to imitate and construct sentences. Sentence construction is not unfamiliar to third grade students, for example, in "The School of Flowers," the sentence "When the rain comes, they go on vacation," and students will soon discover the structural characteristics of "one... then..." after reading it aloud. In first grade learning, there is a similar use of structure, but the difference is that the word "vacation" is written with flowers as people, using the expression of "personification", which is a new knowledge point. This expression is very popular among students, and teachers can guide students to write according to the style, such as "When the breeze blows, the flowers raise their smiling faces", "When the butterfly comes, the flowers dance gracefully", "When the sunshine shines, the sunflower lifts its head"... Such imitation makes the sentence more fresh and energetic.

Imitate paragraphs. The fragments in the text are very good examples of writing, some have a total score structure, some have directional changes, and some have clear descriptions of details... For these distinctive fragments, teachers should pay attention to guiding students to discover some rules in the writing style of the text, so that students have rules to follow and methods to use. The article "Cement Road Covered with Golden Palms" captures typical scenery and uses rhetorical devices such as metaphor and personification to depict the beauty of cement roads. When students were imitating, they also wrote about scenery such as large trees, pedestrians, and vehicles with beautiful imagery: the osmanthus tree in the community was tall and straight, with lush leaves, as if putting a green hat on the tree. Pedestrians come and go on the road. The car's horn beeped incessantly, the electric bike came to a stop, and the bike twisted around in the gaps of the road, forcing pedestrians to stick to the roadside. I walked along the school wall all the way, with golden flowers and leaves falling all over the ground, as if laying a beautiful carpet on it.

Pay attention to adding blank space. Einstein repeatedly emphasized the importance of imagination, believing that 'imagination encompasses everything in the world'. The blank space in the article leaves room for students to imagine. Teachers should seize the characteristic of students' rich imagination and provide them with imaginative training to expand and continue the blank spaces in the text. This not only enriches the text and deepens the theme, but also has a significant impact on improving students' abilities. In the article 'A Piece of Cheese', teachers can ask students to add a description of Captain Ant's inner thoughts when he hesitates, making the characters in the story more vivid. For example, what will happen to the story behind 'The Old House That Cannot Be Fallen'? Did it collapse Ask students to guess the content of the following story and write a story imitating the previous plot. This kind of practice is particularly popular among students, who have gained a deeper understanding of the theme of the article.

②There are clever tips for guiding pen practice

From "observing and experiencing" to "writing down", students often struggle with "not being able to write down" and "keeping track of their accounts". How to solve such a difficult problem? I believe that we can start from the following aspects.

（2） Develop a mind map

Many students have confused thoughts and accumulated a lot of materials when writing, but they cannot extract them, let alone have a clear writing order and structure, which leads to the problem of "difficulty in writing". In the initial stage of writing, teachers can help students gradually form and improve a mind map (i.e. a visual outline), determine the writing content and materials, clarify the key points and focal points of the assignment, make it clear and organized, reduce students' worries about nowhere to write, and gradually cultivate students' habit and ability to consciously draw up mind maps. When writing 'The Way to School in Rainy Days', the teacher and students worked together to develop a general framework for the assignment based on the' location ': going out - on the way - entering the school, focusing on the keyword' rain ', and writing clearly what they saw, heard, and thought of. Subsequently, the teacher asked the students to identify the key scene "on the road" themselves. Because it is a school road, students choose different modes of transportation, and the road can be divided into scenarios such as "walking" and "taking a bus". Next, let the students supplement the scenery they saw at that time, such as umbrellas, raincoats, and pedestrians on foot, as well as the car windows and roads they saw while riding the bus... Step by step, guide the students to establish thinking modules, enrich the writing framework, and grasp the content in detail. Slowly moving from support to placement, students are encouraged to try creating their own mind maps, which broadens their thinking horizons and enriches the content of their assignments.

（3） Implement detailed description

Third grade students write in a straightforward manner, with a lot of content written, but many have only a few words at the center. At the beginning of the writing process, teachers should focus on guiding students to observe carefully, experience in a magnified way, infiltrate the awareness of detailed description, and strengthen personalized guidance for students.

1. Real observation experience

Observation is the prerequisite for implementing detailed descriptions, and personal experience is the foundation for obtaining genuine emotions. To record life, one must observe it. Although students' lives are rich and colorful, they often turn a blind eye to it. When teaching, the author asks students to write "daily gains" in one or two sentences every day, including what they see, hear, and think, teaching them to be thoughtful people in life. In this way, they not only accumulated writing materials, but also stimulated their interest in observation, laying a solid foundation for practicing writing. The teacher asked students to record their observations in the "Daily Gain", and to mobilize multiple senses such as seeing, smelling, touching, listening and tasting in activities such as "seed germination experiment", "silkworm breeding diary" and "fruit platter making" to improve the comprehensiveness of observation. The teacher designs a record sheet to guide students to make observation records, write down their experiences and gains, and use photography and video recording to help students accumulate rich writing materials.

2. Build detailed brackets

Scaffolding is crucial for writing, as it reduces the difficulty of writing and provides students who have just started writing with a "crutch". In the first Chinese language test of third grade, the teacher guided the students to practice writing "Exam is Coming". During the communication, students all mentioned "tension", and how to write about the psychology of "tension" is a major difficulty in practicing writing. The teacher made it the focus of this practice and used conversation to help students establish a detailed framework: What did you see when you just received the paper? What did you hear? What's your mood like? What changes have occurred in the body Teachers guide students to recall scenes according to time periods such as "receiving the paper", "encountering difficulties", "completing the submission" (or "not yet finished the paper"), and use specific guidance from a scene to help students establish a writing framework. From the aspects of emotional feelings, physical reactions, psychological changes, and inner activities, students can identify the "tension" (or "burden")

Write specific and detailed about the psychology of worry or excitement. A student wrote, "The sound of the 'whoosh' on the exam paper made my heart skip a beat. I glanced at my desk mate, and his stunned expression made me even more stressed... I watched as time passed by minute by minute, becoming even more nervous. I didn't even look up and started answering frantically, constantly writing and sweating profusely... 'Hoo -' Finally finished writing, and I breathed a long sigh of relief,

How real and profound the students' feelings are.

3、 Sharing, evaluating, and revising is truly joyful

Good articles are modified. In the first semester of third grade, students learned how to modify symbols, and teachers can give them the privilege of modification: they can read on their own first and correct spelling errors or awkward sentences while reading; Further group discussions and suggestions for improvement. In this way, students gradually develop good editing habits and gradually improve their writing skills.

Willingness to share the joy of writing with others is a requirement of the new Chinese language curriculum for middle grade writing. After completing the editing of the writing practice, students can share in the group, select representatives from the group to participate in the class presentation, and use star scoring to compare who is the "writing expert" and "literary progress star", and see whose readers have the highest votes... Such small competitions undoubtedly greatly stimulate students' enthusiasm for writing and make writing practice a happy stage for students to showcase themselves.

In summary, during the initial stage of third grade writing, students' practice writing is particularly important. Teachers should carefully explore teaching materials, guide students to observe and experience life, value the reserve of materials, carefully design and guide, strive to make writing practice diversified and efficient, build a bridge between reading and writing, make students happy and diligent in writing, and improve their writing ability.