The once-popular "precision and fine-tuning" practice on the campus will only make teachers reluctantly repeat boring mechanical labor, and will only reduce the students' sense of responsibility and ability to learn. If the teacher communicates equally with the student on composition, treats the student's composition with an attitude of learning, a discerning eye, and a feeling of appreciation, and on the basis of full communication, gives his own evaluation results of suggestions, consultations, and comparisons. This will greatly help students' self-confidence and self-esteem, and form their writing personality and expression characteristics. Can communicate from the following aspects.
1. Face-to-face communication
After teaching the composition of students, some teachers often set aside for a few days before reading. In this way, you miss the best time to communicate with students and understand their ideas. My approach is to read and follow the composition of the student, listen to the student ’s thoughts immediately, sort out the student ’s thoughts, and sometimes talk face to face to avoid mistakes due to lack of understanding. If a student wrote in the composition: My grandpa planted a hibiscus tree in front of his house. I thought he had written it wrong. Hibiscus is an alias of lotus, how can it be planted on the ground? I asked him, and he told me that this is Mu Furong, which is different from lotus flowers. And show me the book introducing Mu Furong. I am very glad that I exchanged views with him face-to-face. Otherwise, the comments written in black and white, and the wrong appraisal will not only lose face, but also hurt the enthusiasm of the students' writing. Therefore, teachers can't always be self-righteous and criticize students' articles with a straight face, pay attention to communicate with students and listen to their voices.
2. Text exchange
Sometimes they can't communicate face-to-face with students. Teachers can communicate in words. This kind of communication is different from criticism. It lacks frosty criticism and domineering guidance. Some of them are only dialogues between teachers and students, discussion of articles, and suggestions of teachers . Students will feel that teachers respect themselves and have a sense of accomplishment, thereby building confidence and inspiring emotions, making them feel “easy to write and willing to expressâ€. For example, when writing suggestions for a Spring trip, some students suggested going to the countryside to breathe fresh air, watch the green trees and wildflowers, dig wild herbs in the fields, go fishing in the river, cook their own meals, and cook a picnic. I wrote after the composition: "After reading your suggestion, the teacher was intoxicated by the beauty of the countryside you wrote. That is really a good place for a spring tour. The teacher really wants to go out with you to enjoy the flowers and fish." And gave him Five stars. When the students saw it, they smiled happily.
3. Mind communication
The article is not merciless. Even the composition of elementary school students is an expression of their emotions. Although sometimes naive and immature, there are innocence, uniqueness and creativity that adults cannot reach. Teachers must feel with sincerity, understand with innocence, observe with children ’s perspective, and analyze from their perspective, in order to decipher the password of students ’minds and enter their world, students will have a sincere dialogue with teachers, and It's not about making up stories and catering to teachers. When I was angry, I used to ask students to write "If I am a teacher". Some students wrote: "If I were a teacher, I would never get angry with my students, that means I was incompetent; I would never let my students copy more texts; I would not let them cry at the 99-point test." It touched me a lot. I reflected for a long time, and frankly shocked the students. So I wrote him my thoughts: "Teacher thank you for your true confession, thank you for your reminder, if I were a student, I would also like teachers like you."
In short, teachers should adopt loose and diversified assessment methods for students 'compositions. They should squat down to see students' works and communicate equally. This will arouse students' interest in composition. Only then will they be induced to write more, write more, and write better.
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