2. In Wei Shusheng, there are different views on how to teach students to correct their compositions.
Some leaders, some parents and some teachers think that students' compositions are corrected by teachers; This is a matter of course and irreplaceable. In some areas, this concept has been deeply rooted for a long time. As soon as individual teachers guide students to self-approve or mutually approve several compositions, they are immediately criticized and completely denied.
It should be acknowledged that students' compositions and teachers' corrections are one of the effective ways to improve students' writing ability. For thousands of years, many high-level teachers have worked hard, tirelessly, carefully weighed and carefully corrected, and guided many outstanding students to write hundreds of millions of good articles. This is one aspect of the problem.
On the other hand, many people have no chance to meet a good teacher and have no money to go to school, so they study hard, read more and write more, think about the problems since the enlightenment, criticize themselves and correct themselves, but they can also write many good articles and works without teachers, many of which are even world famous works. I don't think either of them should take their own success as an argument to deny the value of the other's existence, which will inevitably lead their own thinking into a narrow and one-sided misunderstanding, blame each other and have a scuffle, and * * * will fall into the trough of narrow prejudice and get farther and farther away from the peak of truth.
Both sides should draw such a knowledge from their own success and the other's success: to cultivate students' writing ability, all roads lead to Rome instead of Huashan since ancient times. Different methods and paths can lead to the same goal.
Generally speaking, there are 100 different ways to do one thing. For many years, I have used a method between the two to guide students' writing and cultivate their ability to correct their compositions.
Teach two classes of Chinese, and each class's composition is collected and presented. I often think they are like two mountains, so we dig more mountains every day. Yugong moved mountains, but even the gods were moved. He sent two immortals to move two mountains.
But the two mountains in front of us have moved back and forth and will not end until the day of retirement. The most regrettable thing is that the middle and lower class students are even more indifferent to the teacher's tireless behavior of moving mountains and rivers.
I worked hard to write a comment on writing, and they often didn't even read it. After receiving the composition book that had just been handed down, they stuffed things into their schoolbags. In this comment on writing, it is clearly written that the transition is unnatural, and his next composition is still unnatural.
3. How to guide students to write a good composition The first step is to examine the topic, grasp the direction of topic investigation, and make the central content of the topic and composition not deviate from the requirements.
The second step of writing a good composition: choosing materials, what events to write, what things to write, who to write and whose characteristics to write. Good selection of materials will make the content of the composition not empty and sensational.
The third step of writing a good composition: conception, which requires that the composition should be far-sighted, the structure of the article should be well thought out, and the materials should be organized reasonably.
The fourth step of writing a good composition: the beginning, how to start? A little reference: first, come straight to the point, which means what you want to write, describe it at the beginning, or express your views directly; The second is the opening introduction, which leads to what you want to say from the opposite side or related events.
The fifth step of writing a good composition: the ending, because the structure is well thought out, the middle words are logical, and the ending will have an unusual effect. At the end, you should show positive and optimistic thoughts and sentiments, give people the taste of hope and sunshine, but don't talk big. It should be combined with the composition itself, and it can't be unconstrained and unconstrained, and it can't leave an intriguing ending for people to produce.
The above is the idea composition, but these can only be done by the usual accumulation, so what can be done to accumulate?
First, the most important thing in writing is language. How to organize the language so that your language can be read easily and make people feel comfortable is very important. This is the first impression (whether the writing is good or not), which requires you to read more beautiful articles and record the language you think is classic or beautiful or imposing. You can imitate or even use it directly when writing.
Second: the structure of the composition is very important. Your material may not be very good, but after your wonderful language and article structure arrangement, the dead material will become a living butterfly. Structural arrangement. You are required to read more books at ordinary times, learn from other people's structural models, make more summaries, choose one at random when writing, or be able to innovate by yourself.
Third: the accumulation of materials, good materials will give you better space to play, so that you will not feel speechless. Material needs you to learn to observe life and have a positive and optimistic attitude towards life, then you will find the beauty in life, and then you will have a pair of eyes to intercept your best picture, that is, material, for your composition.
Fourth: Writing, maybe your composition is not good at anything, but your handwriting is neat and beautiful, and the surface is neat and tidy, which makes people feel very comfortable. Maybe the examiner found that your previous work was not very good, so he might stop reading your article and get a higher score directly, at least it won't make your seriousness turn into a blank sheet of paper. You need to know how many papers there will be when you change them, how tired it will be to change them for two days and how tired it will be to sit there.
I hope I can help you and wish you success!
4. How to guide students to keep diaries Wei Liqian's listening, speaking, reading and writing is a very important content in primary school Chinese teaching, especially writing is one of the very important indicators reflecting students' overall Chinese literacy.
Among them, keeping a diary is one of the most effective ways to improve the writing level-Wei Shusheng and other experts all say so and do the same. As an ordinary Chinese teacher, more than ten years of Chinese teaching experience tells me that cultivating students' good habit of keeping a diary is indeed one of the shortcuts to improve students' writing level.
Why do you say that? Because keeping a diary is an effective way for primary school students to practice writing, keeping a diary has several advantages to improve their language expression ability: (1) The diary form is short and conforms to students' actual ability; (2) It is beneficial to the long-term training of exercise ability; (3) Diaries are rich in content and students have something to say. (4) Diary is more a record of students' own lives, thoughts and feelings, and it is "what they say to themselves". Students are more free and interested in writing.
Although "practicing writing more" (keeping a diary) is also a requirement of the new curriculum standard for homework, it is not easy to make students like writing from the beginning, and then write at the meeting and love writing. Teachers need careful guidance to make students feel the joy of writing diaries, not as a task, but as their own needs and enjoyment, so that the role of diaries can really be brought into play.
In my own practice, I often cultivate students' habit of keeping a diary in the following ways: First, teach the first lesson well and actively guide. Whenever I take over a new class, I will specially prepare this remedial class.
Tell the students the necessity of keeping a diary with vivid metaphors. Tell the students that some people use cameras to shoot scenes with special significance in their own or others' lives, and some people use cameras to shoot highlights or unforgettable moments in their lives. This is a time when people use cameras and video cameras to record beautiful moments in their lives.
Of course, there are many ways to record the wonderful moments in life. How do you imagine that primary school students can record our lives? Students naturally regard painting as a form.
So I told students that there is a better form, that is, keeping a diary. Keeping a diary means that we primary school students use pens as cameras and video cameras to record the fun of childhood growth.
I also took out my children's photo album and showed it to the students one by one. I read the growth record I wrote for my children under the photos taken on their birthdays every year. After listening, the students were full of curiosity and felt the story behind these photos and the cuteness of my children in infancy.
But because of my carelessness, I forgot to take notes when the child was two years old, so there was a blank under the photo album of the child when he was two years old. I told the students that I wouldn't make up this part of the record now or even in the future, because now the child has grown up and can't return to what he was when he was two years old. Although there are photos of him when he was two years old, I can't remember the story behind the photos.
This will be my lifelong regret! I also told the students that they would grow up slowly and their childhood would never come back. If they can record their growth footprints in time and record the innocence and cuteness of their childhood, it will be a valuable asset for them when they grow up. Then, in this class, I will tell the students some experiences of famous people keeping diaries, exchange the benefits of keeping diaries, reveal the secrets of keeping diaries, broaden the contents of keeping diaries, and so on, so as to make the students afraid of writing and eliminate their incorrect understanding of diaries.
Second, set an example and try easily. I tell my students that keeping a diary is to write down what I have seen, heard and done with my own eyes.
Keeping a diary means writing down what you want to say. These things may happen in the classroom, on campus, on the way to school or at home.
As long as you write down what you have seen, heard, done and thought, this is a diary (or a weekly diary). If we don't use pens to record our colorful childhood life.
If you miss it, sometimes you will regret it all your life and your childhood. I read several short diaries that are closely related to students' lives, so that they can feel what a diary is and how to write it.
Then let the students try to write. Of course, teachers should take care of students' "first jobs", positively affirm and praise them, and even encourage outstanding students.
Don't ask too much of students' diaries, encourage students to write whatever they want, as long as it is their own life and their own thoughts; You can write as you like, as long as you can write what you hear, see and feel coherently. You don't need to choose words and make sentences, lay out articles, write topics, highlight key points, as long as you are childlike. Let students feel that it is easy to keep a diary, and it is a happy thing to keep a diary, so as to cultivate students' interest and habit in keeping a diary.
At the same time, set an example among students, guide students to learn from each other through class exchanges, exhibitions and other forms, form a good competitive atmosphere, and let them feel the joy of success and the joy of keeping a diary. Guide students to keep a diary as a part of their lives, so that they can easily keep a diary, record their lives and understand the shallow significance of keeping a diary.
As a teacher, students are required to form a habit, and keeping a diary is no exception, that is, "writing in water." Because the teacher's hydrology is the introduction and reference of students' compositions.
If the students don't compare, the composition will be put casually. Pupils' compositions don't have their own opinions like adults. They are in the period of imitation. Without imitation, there is no innovation.
Many illustrations in Chinese books are also good helpers in writing. For example, if we talk about articles like learning to draw, teachers can make good use of them.
In the classroom, through the guidance of illustrations, not only the key contents of the text are well consolidated, but also students are well taught how to observe and express in an orderly manner. In this way, children will have a strong interest in writing.
Without telling them too many writing skills, they will unconsciously understand that writing should have a certain order, and characters should have descriptions of expressions, language and movements, so as to be vivid and full. Without guidance, let children think.
5. How to guide students to keep diaries Wei Liqian's listening, speaking, reading and writing is a very important content in primary school Chinese teaching, especially writing is one of the very important indicators reflecting students' overall Chinese literacy.
Among them, keeping a diary is one of the most effective ways to improve the writing level-Wei Shusheng and other experts all say so and do the same. As an ordinary Chinese teacher, more than ten years of Chinese teaching experience tells me that cultivating students' good habit of keeping a diary is indeed one of the shortcuts to improve students' writing level.
Why do you say that? Because keeping a diary is an effective way for primary school students to practice writing, keeping a diary has several advantages to improve their language expression ability: (1) The diary form is short and conforms to students' actual ability; (2) It is beneficial to the long-term training of exercise ability; (3) Diaries are rich in content and students have something to say. (4) Diary is more a record of students' own lives, thoughts and feelings, and it is "what they say to themselves". Students are more free and interested in writing.
Although "practicing writing more" (keeping a diary) is also a requirement of the new curriculum standard for homework, it is not easy to make students like writing from the beginning, and then write at the meeting and love writing. Teachers need careful guidance to make students feel the joy of writing diaries, not as a task, but as their own needs and enjoyment, so that the role of diaries can really be brought into play.
In my own practice, I often cultivate students' habit of keeping a diary in the following ways: First, teach the first lesson well and actively guide. Whenever I take over a new class, I will specially prepare this remedial class.
Tell the students the necessity of keeping a diary with vivid metaphors. Tell the students that some people use cameras to shoot scenes with special significance in their own or others' lives, and some people use cameras to shoot highlights or unforgettable moments in their lives. This is a time when people use cameras and video cameras to record beautiful moments in their lives.
Of course, there are many ways to record the wonderful moments in life. How do you imagine that primary school students can record our lives? Students naturally regard painting as a form.
So I told students that there is a better form, that is, keeping a diary. Keeping a diary means that we primary school students use pens as cameras and video cameras to record the fun of childhood growth.
I also took out my children's photo album and showed it to the students one by one. I read the growth record I wrote for my children under the photos taken on their birthdays every year. After listening, the students were full of curiosity and felt the story behind these photos and the cuteness of my children in infancy.
But because of my carelessness, I forgot to take notes when the child was two years old, so there was a blank under the photo album of the child when he was two years old. I told the students that I wouldn't make up this part of the record now or even in the future, because now the child has grown up and can't return to what he was when he was two years old. Although there are photos of him when he was two years old, I can't remember the story behind the photos.
This will be my lifelong regret! I also told the students that they would grow up slowly and their childhood would never come back. If they can record their growth footprints in time and record the innocence and cuteness of their childhood, it will be a valuable asset for them when they grow up. Then, in this class, I will tell the students some experiences of famous people keeping diaries, exchange the benefits of keeping diaries, reveal the secrets of keeping diaries, broaden the contents of keeping diaries, and so on, so as to make the students afraid of writing and eliminate their incorrect understanding of diaries.
Second, set an example and try easily. I tell my students that keeping a diary is to write down what I have seen, heard and done with my own eyes.
Keeping a diary means writing down what you want to say. These things may happen in the classroom, on campus, on the way to school or at home.
As long as you write down what you have seen, heard, done and thought, this is a diary (or a weekly diary). If we don't use pens to record our colorful childhood life.
If you miss it, sometimes you will regret it all your life and your childhood. I read several short diaries that are closely related to students' lives, so that they can feel what a diary is and how to write it.
Then let the students try to write. Of course, teachers should take care of students' "first jobs", positively affirm and praise them, and even encourage outstanding students.
Don't ask too much of students' diaries, encourage students to write whatever they want, as long as it is their own life and their own thoughts; You can write as you like, as long as you can write what you hear, see and feel coherently. You don't need to choose words and make sentences, lay out articles, write topics, highlight key points, as long as you are childlike. Let students feel that it is easy to keep a diary, and it is a happy thing to keep a diary, so as to cultivate students' interest and habit in keeping a diary.
At the same time, set an example among students, guide students to learn from each other through class exchanges, exhibitions and other forms, form a good competitive atmosphere, and let them feel the joy of success and the joy of keeping a diary. Guide students to keep a diary as a part of their lives, so that they can easily keep a diary, record their lives and understand the shallow significance of keeping a diary.
As a teacher, students are required to form a habit, and keeping a diary is no exception, that is, "writing in water." Because the teacher's hydrology is the introduction and reference of students' compositions.
If the students don't compare, the composition will be put casually. Pupils' compositions don't have their own opinions like adults. They are in the period of imitation. Without imitation, there is no innovation.
Many illustrations in Chinese books are also good helpers in writing. For example, if we talk about articles like learning to draw, teachers can make good use of them.
In the classroom, through the guidance of illustrations, not only the key contents of the text are well consolidated, but also students are well taught how to observe and express in an orderly manner. In this way, children will have a strong interest in writing.
Without telling them too many writing skills, they will unconsciously understand that writing should have a certain order, and characters should have descriptions of expressions, language and movements, so as to be vivid and full. If there is no guidance, let the children write as they want.
6. How to guide junior high school students to correct their compositions How to guide junior high school students to correct their compositions In composition teaching, composition correction is often the most troublesome thing for Chinese teachers. It took a lot of energy and time, but it was "carrying my daughter-in-law to Huashan-spare no effort to please."
Coupled with the heavy teaching tasks (two classes1more than 50 students), every composition has to be collected, just like two mountains on the teacher, so correcting the composition has become a heavy burden for Chinese teachers. The most regrettable thing is that most students don't even read the comments written by the teacher, and then put the composition book just handed out into the desk pocket. Before composition evaluation, it was clearly written that "the writing was sloppy and the sentences were not fluent", but this composition was still "the writing was sloppy and the sentences were not fluent".
As early as the end of 1970s, Wei Shusheng, an educational reformer, made bold research and experiments on "guiding students to correct their compositions", which pointed out the direction for us. To this end, all members of the Chinese language group in our school have carried out the experiment of composition teaching reform for nearly ten years and explored a set of effective correction methods, which are briefly described as follows: How to correct compositions? We listed ten requirements from easy to difficult, and the first three amendments only mentioned 1-5 requirements. Everyone thinks it's relatively simple and interested. The fourth time, I put forward the requirements of Article 6 again, and will supplement them item by item in the future.
In this way, after each student corrects more than a dozen articles in grade one, he can calculate the score of the article (written in the upper left corner of the composition) from the aspect of 10 and write down the comments. For the following 10 aspects, each aspect will be given 10, and an essay will be given full marks 100.
1. Is the format correct (title, presentation, signature, self-evaluation) 2. Whether the paper is neat or not. 3. A few typos (find out and modify them by the side, and deduct 1 point each until the end of deduction).
Some careless students can't pick out typos. What should I do? Let's do assembly line homework: each person has to approve four articles, and each composition has to go through the hands of four people, namely, Party A has approved six typos, and Party B found that there are seven typos in this article. Party A has to write an explanation of 100, explaining why this typo was missed.
C found that there are eight typos in this article, so students A and B should be held accountable, with 100 words each. After the students are corrected, I will make a spot check, focusing on those careless students.
This makes careless students become serious, holding a big dictionary in their hands when correcting, for fear of missing typos. If typos are found, 1 point will be deducted for each place, and the mistakes will be corrected one by one until the deduction is finished.
4. Find out the ill sentences, analyze the reasons and make corrections (2 points will be deducted for each ill sentence). Pick out the sick sentences in a composition, underline all the sick sentences, write down where the disease is, and then write down a few sick sentences in the comment on writing at the back of the article.
Subtract 2 points from each sentence until the end. There are several obvious mistakes in punctuation.
Emphasize the use of periods, quotation marks, exclamation points and question marks. Deduct one point for obvious mistakes, and deduct a few points for more.
The above five items are the minimum requirements for writing articles, and students can master them by modifying three or four articles. When students are more skilled, they will add new requirements one by one.
6. See if the center of the article is clear and the key points are prominent. This point in the composition guidance, concrete examples, tell students what is clear and centralized.
Before the students correct it, I'll read a few articles first. When giving guidance on correcting, I will briefly introduce two good articles, and then give two examples that are not prominent and not important. Students can draw inferences from the positive and negative examples given by the teacher, and they can agree with the reality. 7. Look at the material selection of the article. This comment puts forward three requirements: ① whether to focus on the center.
(2) Whether it conforms to the reality of life. ③ Whether it is typical and novel.
The most important of these three points is the first one. With the improvement of composition level, it is proposed that material selection is typical. 8. As far as the structure is concerned, three comments should also be written clearly: ① Whether the paragraphs at different levels are clear.
② Whether the transition is natural. ③ Whether the beginning and the end are coordinated.
9. See whether the expression is appropriate and whether the emotion is sincere. Mainly depends on whether it meets the requirements of the article genre. Narrative is mainly narrative, expository is mainly explanation, and argumentative is of course mainly discussion.
In addition, it depends on whether it meets the requirements of composition guidance. If writing the narrative "He has made progress" needs narrative discussion, is this article done?
Write an explanatory article "I learned to do housework", asking for descriptive elements in the explanation, and whether there is an appropriate amount of description in the article. Writing the composition "Earthquake Relief Speech" requires the combination of narrative, discussion and lyric. What is the combination in this article?
In addition, the article must have true feelings and avoid making things up. 10. See if the language is concise, fluent and accurate. If the language is not concise, repetitive and verbose, the penalty will be deducted as appropriate, and this item will not exceed five points.
If the language is not fluent, it does not mean that there are sick sentences, but the cohesion between sentences is not coherent, and the deduction will not exceed five points. The last five requirements, each 10, do not make too specific provisions to reduce the score, at the discretion of the reviser.
Second, the specific steps of composition evaluation: 1. At the beginning of each academic year, students are given the materials of "Composition Evaluation Content and Grading Standard". 2. Divide into groups and assign group leaders. We generally adopt the method of four people, each group is good, medium and poor, and each group is assigned four compositions by drawing lots. According to the revision requirements, put forward revision opinions for each composition and discuss it together. After the opinions are integrated, the group leader will write comments on each composition and sign the names of the team members for the teacher's review.
3. Write a postscript to the composition. Read the group review, read your own works, and write your own feelings and gains (not too many words, one hundred words is appropriate.
4. Sort out typos, sick sentences and typos. 5. Extract beautiful sentences.
6. Recommend masterpieces and exhibit them. 7. Let the group leader comment on this composition.
8. Incentive measures can be formulated. Wei Shusheng, an educational reformer, said: "The key for students to correct their compositions is to discuss with them and study their interest in writing, reading and correcting.
Only by adapting to students' psychology and organizing well can it be effective and improve students' correcting ability. "The above methods and steps of composition evaluation are just a framework, which can be used selectively every time according to actual needs.
The practice in recent years has proved that the above-mentioned composition correction methods are feasible and effective. Students' participation in revising the composition not only taps their learning potential, but also improves their writing ability.