The ancients said: no pen and ink, no reading. Listening, speaking, reading and writing are an inseparable whole. Therefore, on the basis of a good reading class, guiding students to write small exercises in class can better implement the reading and writing goals in Curriculum Standards and further deepen reading teaching. However, the classroom practice of reading teaching is different from the traditional combination of reading and writing, which focuses on the combination of reading and writing skills and methods, while the classroom practice of writing is broader and richer in content. It requires students to integrate into the text role, break the fixed pattern, find new vitality, let personalized interpretation and feelings flow to the pen tip, write their own experiences and discoveries, and accumulate the source of spiritual life while increasing the text. "Give me a fulcrum, and I can shake the earth." The key to practicing writing in class is to find a suitable tipping point in combination with the text, so as to effectively arouse students' desire to practice writing. Teaching practice has proved that students often show a strong desire to write in the face of the practice of "thinking, moving feelings and meeting Si Qi". Once the spark of wisdom is lit, it will shine brilliantly. Guiding students to practice writing with the text, so that "big exercises" and "small exercises" are interspersed organically, can help students gradually improve their writing ability and develop a good writing habit of using their brains and hands.

However, teachers often say to students at the end of class, "What do you want to say to X? Pick up a pen and write it down. " Students should do as required and then communicate with each other. Students in the middle and lower grades write like this, and students in the upper grades write like this. How much can students' language quality be improved by practicing writing like this? Moreover, we will often hear students make some superficial sighs, and teachers will blindly echo them. If we carefully look at these students' small exercise pens, we will find many problems: some of them are full of cliches, either "You are great, I want to learn from you" or "xx, please ……". Anyway, there is no standard, and the teacher will not evaluate it too much.

It can be seen that such a small practice pen, which pays more attention to form than substance, has become the decoration of "new classroom", which is not only not conducive to the improvement of students' Chinese ability, but also wastes valuable classroom time. Based on the above understanding, I put forward the following suggestions on how to design effective classroom writing exercises:

1. Imitate the highlights

Educational psychology tells us that individual learning is generally from imitation learning to creative learning. Most of the texts selected in the textbooks are typical works, which play an inestimable role in students' language learning, perfecting and optimizing their own language system. It would be a pity if we just read and talk in class. Many classic passages are good imitation materials. From parody to creation is an objective law. For primary school students, it is still in the primary stage of writing. With the appearance that they can refer to, writing is naturally much easier. Students will benefit from regular imitation exercises. But imitation pens can't be rigidly adhered to, and imitation pens can't be mechanically copied. Therefore, in my teaching, I always strive to create opportunities to establish a "connection" between Chinese textbooks and life. Imitation fragment, also known as point imitation. This method is a partial imitation of the model essay. When imitating writing, we should carefully select the wonderful fragments with obvious characteristics and values. For example, the second and third natural paragraphs of Guilin Landscape mainly describe the beautiful scenery of Lijiang River and Guilin landscape. These two paragraphs are the same in the way of constructing paragraphs, describing the scenery and expressing feelings while grasping the characteristics. Metaphor, parallelism and other rhetorical devices are used in sentence expression. After research, I first use the magical charm of the media to show you another unique thing in Guilin: the cave. Let the students have a perceptual knowledge first, and then write about the hole in Guilin by imitating the writing of the text. Stimulated students' interest in writing. For example, in the article "Strange Rocks in Huangshan Mountain", the author briefly describes these strange rocks, such as "the immortal guides the way", "the dog looks at the moon" and "the lion grabs the ball". In teaching, he seized the opportunity to ask students to use their imagination, imitate the writing methods of several strange stones introduced by the author above, and specifically write out the strange landscapes of these three strange stones. Children have active thinking and vivid writing style.

In addition, in my teaching practice, I emphasize showing my "personality" in "similarity". For example, the article "Our Cat" reveals the author's intimacy and love for cats between the lines. There are two ways for the author to express his feelings: one is nature; The second is to speak out loud. In view of the unremarkable phenomenon in students' compositions, I intend to train students to imitate this writing method, arrange students to observe the illustrations of "kitten playing with thread" in the text, and write down their love for this kitten. As expected, students' works have their own interests and put their favorite feelings into writing.

2. Fill in the blanks of the plot

In Chinese textbooks for primary schools, some plots of some texts jump greatly or are written quite simply, or there is room for narrative description, or even they are not written, leaving a "blank" for readers. When reading, we need to supplement these places, fill in the gaps in the plot jump, make the content of the article more specific and complete, and thus provide students with room for imagination and thinking. It can not only deepen the understanding of the ideological content of the text, train students' creative imagination, but also improve students' expressive ability. Therefore, when reading, teachers can use the contents of textbooks to guide students to speculate and conceive in time, and supplement these "blanks" in the form of exercises.

1. Fill in the blanks in the text

Many texts leave readers with uncertain blanks, waiting for readers to supplement them with their imagination. For example, in the lesson "Bamboo shoots and buds", "Bamboo shoots and buds finally got out of the ground. She opened her eyes and looked, oh, what a bright and beautiful world! The peach blossoms are red in the face, the willows are shaking their long green braids, and the swallows are twittering ... "This is a description of the warm spring in bloom and the recovery of everything, but it is not over. So, what does this ellipsis mean? Can guide students to contact the context, and then use their imagination to write what the author wants to express.

2. Use "voice-over" to give a text description.

There is an illustration in the article Mountain Picker, which shows a mountain picker wearing a red vest carrying goods up a steep mountain road. At the end of the article, I wrote: "This painting has been hanging in front of my desk because I need it." After the students understand the content of the text, I ask the students to write a few words that they want to say most under the illustrations of the text. They can write their own understanding or experience, and encourage students to say creative words and philosophical words, write first and then say, and practice diversified confession feelings in the blank space of the plot.

3. The unfolding of the plot. That is, concretize a certain point in the text and add the necessary imaginary plot. For example, "The rain is coming for Xiaojie", "People in Lucun heard several gunshots on the river bank. The old people said with tears:' Yulai is a good boy! Aspiring is not old! ""This plot is simple. In order to deepen the understanding of Yu Lai's heroic qualities, we can arrange a writing exercise: imagine the specific scene on the river bank at that time, and start this paragraph from "Gunshots on the River Bank".

4. The extension of the plot

The end of the text often leaves readers room for imagination and aftertaste, and some appropriate writing exercises can be arranged here to extend the plot. For example, after the poor class, ask students to imagine what happened after the fisherman and Sang Na adopted Simon's two children. How do they live? In this way, the plot of the text can be extended, and the industrious and kind quality of the poor can be reflected again.

3. Continue to write the text.

"Feeling" refers to students' feelings after learning the text, or their own unique experiences and feelings. Instructing students to write their own unique feelings in their own language can not only further understand the author's feelings and sublimate their own emotional experience, but also better reflect the basic characteristics of "the unity of humanity and instrumentality" in Chinese curriculum. Instruct to write "sentiment" exercises, mainly for texts with strong emotional expression. For example, after instructing students to read the text "We must live up to expectations", the students were finally caught up by Tong Dizhou's diligent study in middle school and won a sigh of relief for themselves. When studying in Belgium, they successfully did the experiment of dissecting the outer membrane of frogs, and were moved by the spirit of winning a sigh of relief for the motherland. So, I guided the students to contact their own study life and wrote a comment on the topic of "Don't bow to difficulties". Many students have written their heartfelt words. They should follow Tong Dizhou's example, face all the difficulties in life, study hard and be determined to serve the country. In this way, students' emotional experience has been sublimated and their writing ability has been improved.

4. Write a language conversion office.

Let students process, transform, reorganize and re-express the language of the text, which can not only test the accuracy and depth of students' perception or understanding of the text, but also create training opportunities for language use and strengthen language training. When teaching Tian Ji horse racing, a teacher asked the students to read word cards such as "disappointment", "frustration", "self-confidence", "turning defeat into victory" and "dumbfounded", instead of explaining the meaning of the words, they were asked to connect these words, say what the text said and write them down on the basis of communication. A student wrote, "Tian Ji and Qi Weiwang raced horses. He lost all three games for the first time. He was disappointed and depressed, and was ready to leave. Sun Bin has a plan and asks Tian Ji to change the order of horses and have another race. Tian Ji listened to Sun Bin's words and turned defeat into victory. Qi Weiwang was shocked. " In this way, we can not only understand the meaning of words, but also grasp the context of the article.

For students, this kind of writing practice is "limited" and "infinite", "unified" and "non-unified". Because students have different understanding, feelings and feelings, their habits of using language are also different. "The wading is deep, and the harvest is very different: the shallow water gets fish and shrimp; Those involved in deep water are dragons. " Create a learning atmosphere conducive to students' originality in the classroom, so that they can be eager to see this writing exercise and seize the "dragon". This is of great benefit both in improving students' writing ability and in the long run.