[Abstract]: Starting from the first volume of the third grade Chinese textbook, each volume will arrange several small practice exercises after class, which can reduce the difficulty of writing. The purpose is to consolidate and extend the elements of unit Chinese, strengthen the connection between reading comprehension and writing expression, stimulate students' creative expression, and gradually improve their writing skills.

[Keywords]: Unit Chinese Language Elements, Small Practice Writing, Writing Expression

The moss flowers are as small as rice, and they also learn to bloom like peonies. "This ancient poem is the most appropriate way to express the role of small pen practice training in primary school Chinese language classes. Xiao Lian Bi is a fragmented writing practice that students are encouraged to complete in class after teaching a text. It is also a practice of "not using pen and ink to read". Although it is short and concise, its responsibility and significance are significant. It can consolidate and extend the elements of unit Chinese language, strengthen the connection between reading teaching and writing teaching, and ultimately improve students' writing skills in a gradual manner. However, "how to train" and "what to train" have become the crux of the effective implementation of small practice pen training. Below, based on the principle of "closely following the elements of unit Chinese language", the author proposes several thoughts on effectively implementing small practice writing training.

1、 Adhere closely to the elements of Chinese language in the unit, giving direction to the practice of writing

Xiao Lian Bi is an extension and expansion of the text, just like the "hair" attached to the "skin" of the text. The training design of Xiao Lian Bi should closely follow the elements of the unit language, highlight the goals to be implemented in this text, and achieve the goal of "reading promotes writing, writing guides reading", so that the Xiao Lian Bi designed with the text has a practical direction.

Taking the second text of the fourth unit of Chinese language in the first semester of sixth grade, the novel unit, "Poor People" as an example. The language elements of this unit are: "Pay attention to the plot, environment, and feel the character image." As a short story, the text has distinctive writing features: firstly, environmental description. The environmental description at the beginning of the text explains the time, place, and background of the story, and also reflects the poverty and hardship of life for the families of Sanna and Simon, highlighting the protagonist's hardworking and kind qualities. The second is character portrayal. The text focuses on describing Sanna's psychological activities, especially her anxious and uneasy psychological activities when she picked up the child and waited for the fisherman to return. The psychological activities intertwined with tension, unease, heartache, worry, self blame, and calmness are real and delicate, and Sanna's kind image is vividly portrayed on paper. The third aspect is the plot of the novel. Unlike the text 'The Bridge', the plot of 'The Poor' seems plain without major twists and turns. Upon closer inspection, it is full of suspense, twists and turns, and is vivid. After class practice also focuses on psychological activities to depict the character image of Sanna.

（1） Think from multiple angles

After Sana brought home the child of her deceased neighbor, who did she think of? The first sentence, she thought of herself; The second sentence, she thought of her husband; 3、 Four sentences, she thought of the result; Next, hallucinations occurred; Finally, I thought of myself again. Based on students' answers, teachers can write down the following content on the board: perspectives: oneself, others, outcomes, hallucinations... When describing psychological activities, we may want to think from multiple perspectives: think about ourselves, think about others, think about the outcomes of things, and even capture the hallucinations caused by tension and fear. In this way, psychological activities can be written in detail.

（2） Combining multiple descriptive methods

The author blends facial and psychological descriptions together to create a very cohesive expression effect, vividly depicting the inner anxiety and conflicting psychology of Sanna after bringing Simon's two children home, highlighting her kindness, willingness to endure hardship and help others.

Another cold wind whistled outside, and Sonna could not help shivering for a while. The rainstorm was still relentlessly raging, and only the heartbeat of each other could be heard at a moment: Alas! What should I say to him? If I were to tell him the truth, would he kick me and the children out of the house What should we do about this? This is really not a joke! Ah! I really regret it now. Let's take the child back. I won't be able to pass this hurdle in my heart - these two orphans are really pitiful; Stay, my husband may not be able to accept it. What should I do!

2、 Imitate the writing method of the text to make the small brush writing unique

Undoubtedly, imitation writing is the main way to practice writing, which is based on the learned text and imitates the writing method of a paragraph or sentence in the text to complete one's own practice writing. Almost all the texts in the Chinese language textbook published by the Ministry of Education are selected from the works of the authors, which have a strong personal writing style. Therefore, it is possible to combine key parts to set a model for paragraph structure, language expression, and discourse layout, and learn the expression of language and writing. This kind of small practice not only provides students with writing skills and reduces the difficulty of writing, but also stimulates their interest in writing and improves their writing ability.

For example, in the text "Young Runtu" in Unit 8 of the Chinese language textbook in Grade 6, Lu Xun described the scene of "watching a melon prick a bamboo stick" in the most detail. It is precisely because the author had a deep impression of the incident introduced by Runtu that this scene was chosen to describe at the beginning. And Xiaojianbi always requires students to imitate the first paragraph and choose a memorable photo from their own life to write in an instant.

Firstly, in Lu Xun's works, he used words such as "deep blue, golden yellow, and emerald green" to depict a peaceful night by the seaside melon map, which played a role in enhancing the character image. Therefore, students can model Lu Xun's articles by adding environmental descriptions when describing the images in photos, highlighting the character's image. Secondly, Lu Xun used concise movements such as "pinching" and "stabbing" to depict the clever, brave, and agile image of Run Tu, allowing readers to experience his character. Therefore, students can also highlight the characteristics of the characters by sketching movements in the small practice pen. Finally, when Lu Xun portrayed Run Tu's agility, he used a counterexample, which was to let Run Tu's spear escape from under his crotch in the end. This writing method, which is both positive and negative, can actually highlight the character's image. However, this writing method requires students to use it appropriately and reasonably in their small practice pens, and avoid adding unnecessary details.

In summary, small practice writing should closely focus on the Chinese language elements of the unit, without deviating from the training objectives of the text. In the training of small practice writing, the Chinese language elements can be consolidated and extended. Secondly, by imitating everyone's writing style, students can apply what they have learned and acquire practical and feasible writing methods. After long-term training, it will undoubtedly enhance students' thinking development and promote the comprehensive improvement of their Chinese language literacy.

[Reference]

[1] Wang Songzhou Wang Songzhou's teaching philosophy and classic classroom [M] Taiyuan: Shanxi Education Press, 2005

[2] He Jie My Magic Chinese Class [M] Fujian Education Press, 2018