The new curriculum standard points out that we should take Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era as guidance, fully implement the Party's education policy, follow the laws of education and teaching, implement the fundamental task of cultivating morality and talents, and develop quality education. Focusing on the development of core competencies among Chinese students, cultivating correct values, essential character traits, and key abilities to adapt to future development, guiding students to clarify their life development direction, and grow into socialist builders and successors with comprehensive development of morality, intelligence, physical fitness, aesthetics, and labor skills. Chinese language is the foundation of all disciplines, and with the acceleration of Chinese language reform in recent years, the importance of Chinese language has become more prominent. The new reform of the middle and high school entrance exams has further strengthened the status of the Chinese language subject, and the teaching of composition, as a key content in the Chinese language subject, has become increasingly prominent. At the same time, the release of core competencies for student development by the Ministry of Education and the implementation of the unified Chinese language textbook have raised higher requirements for composition teaching.

The improvement of teachers' professional level is related to the improvement of the quality of Chinese language teaching. Therefore, as a key role in Chinese language teaching, composition teaching also plays a crucial role. How to give composition teaching a more important position in Chinese language classroom teaching, promote the improvement of composition classroom quality, and enable the implementation of "double reduction" in classroom teaching.

1、 Observe the world with a discerning eye

There are endless people, events, objects, and scenery in the vast world, but most of the content in students' essays is monotonous and lacks novelty, which leads to students' lack of interest in writing classes. In fact, we don't usually teach students the methods of being good at observation and observation. The writing materials come from life, and students should be encouraged to step into life, observe and experience life with their eyes of discovery, in order to write authentic articles. For example, teaching the lesson of observing diaries in fourth grade was quite difficult. Later, I had the opportunity to listen to the professor's lecture on "Observing Little Goldfish". The professor first brought two small goldfish for students to observe in class, which immediately stimulated their enthusiasm for learning. The students in the back row leaned forward, stretched their necks, and were curious about these two little goldfish, all wanting to step forward and investigate. The classroom atmosphere suddenly became lively. The professor quickly brought the children closer through friendly and humorous words, causing them to become emotionally charged. The professor asked the children if they had ever kept small goldfish, if they had given them names, and their current condition. The children actively and enthusiastically spoke up and interacted with the professor happily. Then the professor turned the topic to the small goldfish in the classroom, allowing the children to observe their characteristics and try to give them names. Little Cherry "and" Little Blueberry "were named by a little girl based on their appearance characteristics, and everyone agreed with them in no time. In order to allow children to observe "Little Cherry" and "Little Blueberry" up close, Professor Mao dragged the fish tank around the classroom slowly. The children stared at the little goldfish in the tank with wide eyes. Inspired by the professor, the students' minds opened up and they began to talk about the appearance and characteristics of the little goldfish they had observed.

Sometimes, relying solely on the eyes is not enough for observation. Various senses need to be mobilized to observe from different angles. The professor inspired the students to use multiple senses to observe these two little goldfish. Besides what they saw, what other little goldfish did they hear making sounds? What do you smell from it? How do you feel when you touch it? Even when observing, whether they have tasted its taste, etc., the professor designed a series of gentle questions to inspire children to fully perceive the characteristics of these two little goldfish through hearing, taste, touch, and sensation. Finally, Professor Mao changed the topic and asked the children to observe that these two little goldfish may be a bit "wilting" and speculate that they may be hungry. He invited three classmates to feed the little goldfish, and during the feeding process, the students observed the changes in these two goldfish, inspiring them to use "causal analysis" to broaden their thinking and imagination. Finally, the professor reminded the students to grasp the two magic weapons of observing things, "comprehensive perception" and "causal analysis", for writing and practicing. In the essay review, the professor affirmed the students' strengths in writing and reminded them to use these two tools after class to continue revising and improving their own compositions. He also told the students to participate in sensory perception. Under the guidance of the professor, I have integrated and applied it to my classroom composition teaching, which has indeed achieved a different effect than before.

2、 Cultivate students' imagination ability

If Chinese language teaching only involves imparting knowledge and accepting ready-made conclusions, the knowledge learned by students will become castles in the air, and classroom teaching will become dull due to the lack of thinking capacity and motivation, greatly reducing students' interest in learning. Therefore, teachers should also attach great importance to developing students' thinking ability in composition teaching, so that students can dare to imagine boldly and improve their imagination ability.

Only teachers who dare to innovate can teach students who dare to innovate. Teachers make full use of the text in textbooks to cultivate students' imagination, and can apply it to their own writing. For example, during the class of teaching "Climbing the Peak of Tiandu", they learned that when I stood at the foot of Tiandu Peak and looked up, ah... it was really trembling. When the little girl used her hands and feet to climb up, there was also an ellipsis behind it, allowing students to fully unleash their imagination and imagine what the little girl was thinking in the face of such a high Tiandu Peak and how she worked hard to overcome difficulties and climb up. We pay attention to cultivating students' imagination in our daily teaching, such as learning fairy tale units, so that students can fully experience the magical stories in this bold imagination: grass, trees, etc. Wait until all the plants are alive; Small animals such as cats and dogs can sing and dance now; Tables, coffee tables, and other objects can also be used to dance... Teachers can incorporate text writing methods into their teaching, so students can write a fairy tale story based on their favorite fruit or something else.

3、 Cultivate students' reading habits.

To write good articles, one must read more books, read good books, and enrich students' extracurricular knowledge. The vast sea allows fish to leap, and the high sky allows birds to fly. Write whatever you want, fully tap into students' imagination, creativity, and desire to write, and stimulate their interest in writing. Encourage students to read more extracurricular books, broaden their thinking, enrich their vocabulary, and accumulate literary knowledge. When using them, they will be flexible and able to write with ease. 1. Promote reading through competition. When teaching ancient poetry, teachers consciously encourage students to classify and accumulate ancient poetry according to different types such as season, plants, characters, homesickness, farewell, and inspiring learning progress. Activities such as ancient poetry competitions can be held in the class to stimulate students' love for ancient poetry and their ability to flexibly apply it. 2. Parent child reading. Through home school cooperation, carry out parent-child reading activities, regularly display reading works, and accumulate literary heritage. 3. Fragmented reading. Students can use any fragmented time on campus to flip through books or Chinese language books in the class and make good reading notes.  

4. Read the entire book. Present a summary of the reading content to everyone through a mind map, and improve students' reading ability and writing skills through book promotion activities.

Without taking small steps, one cannot reach a thousand miles; without accumulating small streams, one cannot form a river. Only when teachers change their roles, focus on cultivating students' thinking abilities, and teach according to their needs, can they "light up" the lamp of students' creativity and create flowers with their pens.