"Interest is the best teacher"
You must have the will and interest to do anything in order to do it actively and seriously. Therefore, in order to improve students' writing performance, we must first cultivate their interest in writing, stimulate their writing motivation, change "I want to write" into "I want to write", change "passive writing" into "active writing", and change "fear of writing" into "like writing", so that writing can truly become a kind of fun for students.
The first is to grasp the standard, don't be stingy with the score. Low marks in composition are one of the reasons that affect students' enthusiasm for composition. Many teachers pay close attention to "scores" when correcting their compositions. Students have worked hard to write an article, and it is great to get 70 points. Some students don't even have a composition for a semester to get 60 points. The reason for the low score is that teachers have misunderstandings in grasping the standards, and they are used to measuring students' compositions by the standards of adult articles, treating students' compositions as literary works, and taking the overall requirements of compositions in the syllabus as a unified standard to evaluate students' compositions of different grades. Teachers should abandon this one-sided understanding and correctly grasp the grading standards of middle school students' compositions. Don't be stingy with your grades. As long as you meet the basic requirements of this grade composition, that is, good composition, you should give higher scores to help students enhance their self-confidence and enthusiasm in writing good compositions.
The second is to create conditions for students to experience the happiness of success. Sense of success is a positive emotion, which can meet the high-level needs of students' self-realization and motivate students to write good articles. On the other hand, if a person always doesn't feel a little successful experience, then no matter how strong he is, he will inevitably lose confidence, let alone middle school students. Teachers should try their best to actively create opportunities for success for students at different levels. For example, compile a class composition collection, so that each student can have a composition selected and enjoy the joy of "publishing" works; Competition in groups according to composition ability, so that more students have the chance to win prizes; Pick some single or fragmented composition exercises to make it easier for poor students to succeed.
The third is to praise and strengthen, so that underachievers can enhance their confidence. The research of educational psychology shows that correct evaluation and proper praise of students' learning activities can strengthen students' correct learning motivation and learning behavior and stimulate students' learning enthusiasm. Generally speaking, students' compositions are immature, rough and really excellent, and few of them meet the requirements of the article. Teachers can't just stare at the shortcomings in students' compositions, nor can they just tell students that it's useless to write poorly here and there. This will easily make students feel difficult and afraid of writing. Teachers should fully realize the important role of praise reinforcement, be good at discovering and grasping every advantage and slight progress in students' compositions, even if it is a good sentence, a well-chosen sentence and a vivid piece of material … give praise and affirmation in time, and encourage them to continue to carry forward. As long as the composition has good aspects, praise and encourage it, so that the advantages will be consolidated and adhered to, and the shortcomings will be reduced accordingly, which will not only enable students to gradually master the methods and skills of composition, but also enhance students' self-confidence and self-esteem, and provide great motivation for writing a good composition.
Fourth, be more sure and less critical. When correcting students' compositions, we should try our best to affirm their advantages and point out their shortcomings with euphemistic words. As we all know, in the Spring and Autumn Period, there was a great man named Guan Zhong. His advantage is that he is talented, but his disadvantage is that he is greedy for money. Bao Shu took a fancy to Guan Zhong's talent, reused him, and let Guan Zhong show his talents in the hegemony of Qi State, which enabled Qi State to become a vassal for nine times. If Bao Zheng only sees Guan Zhong's shortcomings and doesn't take advantage of them, and Guan Zhong can give full play to his own advantages, will Qi succeed later? Similarly, in composition, some students' practice is not good, but there is something worth learning and learning from in terms of diction and sentence making. We should also praise them more to stimulate their creative interest. Otherwise, if the teacher judges the students' composition as useless, it will not only dampen the students' self-esteem, but also dampen their interest in writing, thinking that writing is an unattainable thing and it is difficult to "walk into the classroom".
"Less is nature, and habit is nature."
There are obvious differences in students' composition level. In most immature works, there are always some students' compositions that amaze teachers. A little understanding will reveal that these students "can write" because of their good writing habits. So, what good habits should we develop?
First, form the habit of speaking with your heart, telling the truth and telling the truth. At present, there is widespread fraud in students' compositions. People and things written in the composition are false, opinions are imposed, feelings are floating, and the authenticity of life is lost. This situation does not only appear in students who are coping with their compositions. Even some students have excellent writing skills, but they have not developed the habit of telling the truth with their heart. Even though their compositions are very literary, they still can't get rid of the disadvantages of making things up, so it's hard to impress people and get high marks.
The second is to develop the habit of observation, perception and experience accumulation. There are often some students who are afraid of writing, saying that they have nothing to say and nothing to write. Most of the reasons are lack of observation of life or unaccustomed observation. As we all know, things that touch our heartstrings, arouse our attention and excitement happen from time to time, ranging from the world and society to schools and families. At the same time, each of us living "people" has a lot of materials that can be used for writing. As long as we are good at observing, the source of words must be gurgling. Observation is one of the important means to learn from the source of life and obtain composition materials. Therefore, it is necessary to cultivate students' good habit of accumulating materials, guide them to write observation notes frequently, take more reading notes, and record the phenomena they usually see, the good materials they read and the ideological sparks they feel, so as not to forget while reading.
The third is to develop the habit of reading more, thinking more and practicing more. Each of us, with direct experience, always has a limited understanding of society, and it is impossible to experience everything if we want to accumulate materials, so we should learn to accumulate more indirect experience. The most effective way to gain indirect experience is reading. Reading is the basis of writing and the only way to get writing examples. Naturally, you should read and write more. Any skill and skill needs repeated experience, and so does writing. If the training does not reach a certain intensity or proficiency, it will be difficult to have an effect. Think more, in addition to thinking more about what you usually see and hear, you have your own views or unique opinions about the surrounding bits and pieces, and you should also develop the habit of conceiving and sketching when writing.
"Sing a word and twist a few stalks."
A good article is half being drafted and half being revised. Revision is an indispensable and important step in writing, and revision focuses on cultivating students' ability to correct their own homework. Mr. Ye Shengtao urged students to revise their own articles. The syllabus also requires students to develop the habit of "writing more and changing more". It is an accepted fact that "good articles are changed". Starting from the lower grades, we should teach students how to correct their own compositions, stimulate their interest in correcting their own compositions, and cultivate their ability to correct their own compositions in many ways.
How to change the composition? First, let the students know what to correct. Simple correction can only ask five requirements, one is whether the format is correct, the other is whether the paper is neat, the third is whether there are typos, the fourth is whether there are sick sentences, and the fifth is punctuation errors. After the improvement of students' marking level, five requirements are put forward: first, whether the article center is clear and centralized; Second, whether the article was selected; Third, whether the article has a structure; Fourth, whether the language is concise, fluent and accurate. Every teacher can say one two three four, so I won't go into details here.
There are five advantages for students to correct each other's compositions. First, students can not only remember the basic requirements of writing accurately, but also understand these requirements more and more deeply. He will instruct others how to write and how not to write, which will naturally enhance his writing ability. Second, it is easy to find and learn from others' strengths. It is also a good thing to take others' shortcomings as a warning, which gives students an opportunity to communicate and open their minds. Third, every time you change your composition, each person only approves one, and every time you draw lots to change people, the people who approve it are fresh and interested. Each student's composition is approved by another student every time, so it is certainly fresh to see different students' comments on themselves. This freshness is conducive to cultivating students' interest in correcting compositions and reading other people's comments. Fourthly, when students correct compositions, they should think about the role of teachers from the perspective of the reviser, which is conducive to enhancing students' psychological adaptability, psychological balance and role exchange ability, and promoting their psychological maturity. Fifth, teachers only read some students' correction results randomly, and read many compositions in a short time, which is conducive to teachers' comparative thinking, maintaining a strong interest in reading, and easily stimulating teachers' intellectual potential and creative potential. It can also save a lot of time for marking with a pen, which can be used to study students' psychology and study learning methods to further improve the efficiency of teaching and educating people.
In short, in composition teaching, teachers only need to arouse students' interest first, then form habits, and then correct themselves. In the long run, seemingly "persistent" compositions will also become "pediatrics". Dear colleagues, you may wish to have a try.