Essay 1: "Inspiration from Ants" 400 words

Inspiration from Ants

At home, I don’t like catching beetles as much as others. , but look after the ants outside your home. To say that we humans are advanced animals, we are actually not as good as an ant.

I gave some pieces of food to the ants. Each of them was not rushing to eat it for himself, nor was it hiding the food by himself, but shared the food with everyone. I saw two ants. One ant found a small piece of food, so it carried it back on its own. The other ant found a big piece of food. He dragged it, but it couldn't move it, so it hurried home and called everyone. Get up and walk to the food. First, everyone surrounds the food, and then everyone lifts it together. I wanted to tease them and deliberately poured some water on them. They struggled violently in the water. After a while, the water dried up and the ants began to look for food again. How hardworking and united they are! Then, I saw several ants carrying a dragonfly that was dozens of times larger than them. If a person is carrying something dozens of times larger than himself, there is nothing he can do even if he is exhausted. An ant would definitely not be able to carry it. If they had not united as one, they would not be able to carry such a big dragonfly anyway. If we humans moved back to the cave, we would definitely argue about whose food belongs to us, but ants don't want to do that. They share together and celebrate together. How wonderful it would be if we humans could be like ants!

Although ants are weak, they all have a beautiful heart!

Essay 2: "Inspiration from Ants" 300 words

If you ask others: Friend, have you ever admired ants? Probably 70% of people would say no. Yes, who would admire this humble ant? But if you listen to their stories, this idea should disappear. Do you know what ants will do when their nest is on fire? Flee in panic? Waiting to die? None, but many ants huddled together to form a ball, rolling toward the hole as fast as possible. Although this will kill many ants, even though you are a human being, you can't think of a better way, right? Can you imagine the crackling and burning sound of the outermost layer of ants in the sea of ??fire? That is the power of unity, with the sacrifice of a few ants, in exchange for the survival of the entire family! What a great power. This power is beyond the reach of most people. People nowadays are racking their brains to think about how to make profits. Isn't this a manifestation of selfishness? How many people are now able to save others regardless of their own safety in desperate situations? I'm afraid that's a very small minority. Therefore, humble things are not necessarily small, and small things are not necessarily humble than human beings. The spirit of unity of the ant family is worth learning from. Composition 3: "The Enlightenment of Observing Ants" 600 words

The Enlightenment of Observing Ants

Huang Deyao

Everything in the world, whether it is animals, plants, or objects ; no matter how valuable it is, or worthless. But as long as you can observe and feel with your own mind, you can discover the various mysteries contained in it.

Looking at ants has long been a daily routine for me. I squatted at the door and watched the ants coming and going on the water pipe, and I felt deeply. They moved in a hurry, forming a flowing black belt. At this time, several strong ants cooperated, lifted a "huge" insect, and were walking towards the ant nest. "Hey, hey, one, two, three, four?" They worked together and worked hard to carry the "delicious food". I thought: They are so united! Working together, we can lift up that "behemoth"! Yes, as long as we unite and cooperate, we can lift a mountain!

As long as we unite and cooperate, we will definitely succeed. For example: when we sweep the floor, as long as everyone puts in a little effort, we can complete the task quickly. I sweep the floor, you take out the trash, and he shovels the trash in the ditch. With a clear division of labor and solidarity and mutual help, the sweep will be completed quickly. The Dai family is very united. When one family builds a house, the whole village helps.

Some of them chop bamboo, some carry bamboo, some build houses, and some carve patterns? What a unity! Our sixth grade (1) class is a collective, and we are also united. A few days ago, in order to complete the homework assigned by the teacher, our whole class went out to measure the data of various major buildings in the school, as well as the playground and other places. We were divided into eight groups at first, and each group divided the work. Our team also divided the work. Yang Jiechao and I measured the length and width of the teaching building together, while other team members measured the flower beds and flag stands. After about two or three minutes, Yang Jiechao and I finished measuring. I guess we were the first to finish the measurement. After more than ten minutes, everyone had taken measurements, and the team leader wrote the data recorded by the team on the blackboard, so that we could draw our campus floor plan. If, as a group, we are not united, measuring the data of the entire campus alone would be both labor-intensive and time-consuming.

Unity is strength. As long as we unite, we will succeed! Composition 4: "The Enlightenment of Observing Ants" 400 words

The Enlightenment of Observing Ants

Today at noon, I came to the square and saw a few ants. I remembered that the teacher asked us to observe things. , then I thought: Let’s observe these ants.

The Enlightenment of Ants The ants walked forward slowly in a neat line, sniffing left and right as they walked, as if they were looking for something. Suddenly a watermelon bug slowly walked past them. The front ant suddenly stopped, turned around and touched the second ant's tentacles, as if saying something. The second one touched the third one, and they came in sequence, but they spread quickly. After a while, all the ants seemed to understand the message given to them by the other party. The first one quickly turned around and got behind the last one. At this time, all the ants surrounded the watermelon worm. I thought: Although the watermelon worm is small, compared with ants, isn’t it a giant? Can ants win against watermelon insects? I decided to continue to see what happened. The ants swarmed up, one by one building ladders, stacking arhats, and climbing up its shell. It was kicked, hit, and bitten again. The painful watermelon insect kept rolling back and forth and struggling desperately, but it was all in vain. The ants did not stop attacking it. After a while, the watermelon insect lost its strength. Two ants bit it from the neck, and it fell on all fours and died. They worked together to defeat the "behemoth" and pulled it into the hole.

Isn’t this spirit of unity and concerted efforts worth learning from? Composition 5: "Inspiration from Ants and Inspiration from Grass" 500 words

Inspiration from Grass

Although grass is not as tall and burly as a big tree, it is not as tall as a flower. Bright and beautiful, but it has tenacious vitality and a brave heart.

No matter whether the grass is in the fire or rain, it has not been knocked down. It is allowed to be stepped on by us. Although it looks dejected, it will still grow tenaciously.

When I went home, I saw my grandma burning the lawn. I thought the grass would definitely grow back next spring. This spring, I really saw the grass growing. It was still so green and tenacious~ It was like "the wildfire never burns out, but the spring breeze blows and grows again"~

The grass was pressed down by a big stone However, it still grew hard and tenaciously, and did not bow to the stone and surrender. It was much stronger than humans~

Some people give up their lives in vain for a trivial matter. I watched a TV show. A woman in her 20s, nicknamed Wang Fang, jumped off the roof because her boyfriend broke up with her. Fortunately, the lifeguard arrived in time, otherwise another life would have been wasted. Why can't human beings face difficulties bravely like Xiaocao, but give up their own lives? If everyone in the world committed suicide for a trivial matter, there would be no one in the world. How many people died. You only have one life and cannot be bought. We must cherish our lives.

Xiaocao, although you are young, I will never forget your strength and never give up. I want to learn from you ~

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2 Composition 6: "Composition: Enlightenment Obtained from Ants" 400 words

Enlightenment Obtained from Ants

Once , I saw ants carrying food. Out of curiosity, I moved a small bench and looked at it with relish.

A little ant poked its head out of the nest. Seeing that there was no danger, it crawled out slowly. When he saw the food, he ran non-stop. After running all the way, I finally reached the food. The little ant climbed on top of the food, took a bite, and started chewing. The little ant thought: Hmm! So delicious! If I move back, the ant king will definitely reward me greatly. However, the little ant couldn't move it. So, the little ant thought of a way: I will go home first, and I will ask my brothers to help later. In this way, we all have food to eat. After the little ants thought about it, they quickly returned home and touched each other with their tentacles to exchange information. After a few minutes, the little ant came with a large group of ants. Everyone worked together to carry the food. Soon, the ants brought food to the nest.

After watching ants carrying food, I understood a truth: Only by uniting and working together to do a difficult thing can we succeed. This incident reminded me of a story: One day, a master asked three monks to fetch water. As a result, the master went out for something. When he came back, he found that none of the three monks had gone to fetch water. Because none of the three monks wanted to fetch water by themselves. If the three monks unite and make reasonable arrangements, they will all have water to drink.

I learned from ants moving food, how valuable it is! Composition 7: "Inspiration from Ants" 500 words

Ants, everyone is familiar with them, right? I can learn a lot from ants, a small creature. When I was a child, I played at my mother-in-law's house. There are always a few ants on the cement floor of my mother-in-law's yard. I brought a small kettle and sprinkled water on the ants on the ground. At that time, I thought the ants would drown. Unexpectedly, the little ant actually rowed hard until it reached the shore. Now I'm not happy! Unscrew the lid and pour the pot of water over the ants. Just when I was happy about my "results", the ants gathered together and sent their companions out of the "flood", leaving themselves in the "flood". Now I was stunned. The ants' bravery, unity and dedication set an example in my heart. Do you still remember the "Song of Life" we learned in fourth grade? The ants among them also have this spirit of unity and dedication! Many people must have seen "ant moving". The reason why ants can lift things dozens of times heavier than themselves is because ants have a sense of collective honor and are willing to help others. Even if they are companions of comparable ability, they will not hesitate to help. Ants are also "immediately sent". Every time summer comes, ants get busy. They don't "do winter things in late autumn." Some people are worse than ants. They put things off again and again, and in the end they worry: "Ah! I forgot to do this, I forgot to write that..." It seems that we also have to do "send immediately" "One of the members!" There is a proverb that goes like this: "An ant shakes a big tree - you do not know what you can do." Maybe that day, shaking big trees will no longer be the dream of ants. Ants, little creatures have given me a lot of inspiration. These revelations also taught me a lot about the true meaning of life. Composition 8: "Inspiration from "Little Ants"" 900 words

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Inspiration from "Little Ants"

Author: Chen Lei

Source: "New Curriculum·Primary School" Issue 03, 2015

Looking at pictures and writing words is the first test of language for students in the lower grades of primary school. Students can use one or two sentences to clearly express the meaning of the picture, but when it comes to writing, it is difficult to write. They don't know what else to write besides the few sentences that clearly express the meaning of the picture.

Teachers also find it very difficult, how to guide teachers to develop reasonable images besides observing the things in the pictures.

In response to this problem, our teaching and research group carried out a seminar using situational teaching based on the picture-writing and text-writing of "Ants Moving Bones". The following is a comparison of several activities: When setting educational goals, the first trial teaching was focused on observing pictures and being able to express the meaning of the pictures clearly in a smooth and complete sentence. In the second trial, "can use a smooth and complete sentence" was changed to "use a reasonable imagination and use a smooth and complete sentence". Goals are more specific and requirements have increased.

The formulation of teaching difficulties is also based on changes in goals, from observing actions to language and demeanor.

During the implementation process, the teaching of the first picture was different from the first trial teaching: several students were asked to perform ants moving bones, other students observed what methods their classmates used to move the bones, and the teacher Write down good words. During the second trial teaching, let the students talk about their experiences and think of solutions. By the third trial teaching, let all students participate in the teaching situation set up in the classroom, and let some students learn how ants call their friends (one student learns how ants call their friends, and other students act as companions) give a response).

In the teaching of the second picture, the first trial teaching only used students’ imagination. In the last two practices, more emphasis was placed on students’ participation. The second time is for students to perform on stage, and the third time is for all students to perform in their seats, with music as a background, so that every student can calm down in this situation, so that students have something to say when they speak.

The final trial teaching in the writing session focused more on asking students to rewrite a scene, asking them to look at two more pictures, review their favorite plot, and then write the story.

After several trial teachings, the presentation of students’ exercises is also different:

In the first trial teaching, the students wrote down fluently in a paragraph, but when it comes to ants moving bones, The description of the movements was not adequate. Many students listed the same verbs as written on the blackboard and made a concluding statement, "The bones still cannot be moved." The descriptions of the bones were similar. Students lack their own perspective.

In the second trial teaching, students were able to write a smooth and complete sentence. The detailed description of the little ants after finding food is quite accurate, and students with strong abilities can also have their own unique ideas. However, the key point of ants moving bones together has not been broken through. Judging from the students' works, many students are unable to transfer the movements of ants moving bones when they are thinking of ways alone to the scene of collective moving bones. Composition 9: "Inspiration from Ants" 400 words

Nature is a wonderful world, and there are many wonderful things waiting for us to explore.

Nowadays, the population is increasing, and every household is extremely wealthy, so everyone is now very disunited, selfish, only caring about themselves, and not caring about others. But the little ants are better than humans. They are united and friendly, help each other, and are never selfish.

Once, on weekends, I went downstairs to play. I walked around on the lawn, ran around, and had a great time. Suddenly, I found a dog gnawing on a bone next to the lawn. After gnawing for a while, it walked away happily. Only then did I realize that the two little ants had been watching the dog until the dog left. They stood on the bones. After staying for a while, I found a group of ants crawling over. What's going on? I checked online and found out that the antennae of ants can emit a sound wave that is inaudible to humans. This sound wave is what ants use to communicate with each other. When an ant encounters food and cannot move it away by itself, it calls for support. It calls its companions through sound waves. It took them just a few seconds to lift the bread and carry it home. In addition, ants have always been able to lift objects thirty times heavier than their own weight.

Through this field trip, I was greatly inspired. Although a small ant cannot lift anything too heavy, the power of unity is infinite, as long as each of us is united and friendly. , help each other, the world will be better.

Sixth grade: Yasi Primary School

Inspiration from "Little Ants"

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Looking at pictures and writing words is the first test of language for students in the lower grades of primary school. Students can use one or two sentences to clearly express the meaning of the picture, but when it comes to writing, it is difficult to write. They don't know what else to write besides the few sentences that clearly express the meaning of the picture. Teachers also find it very difficult, how to guide teachers to develop reasonable images besides observing the things in the pictures.

In response to this problem, our teaching and research group carried out a research activity using situational teaching based on the picture-writing and text-writing of "Ants Moving Bones". The following is a comparison of several activities: When setting educational goals, the first trial teaching was focused on observing pictures and being able to express the meaning of the pictures clearly in a smooth and complete sentence. In the second trial, "can use a smooth and complete sentence" was changed to "use a reasonable imagination and use a smooth and complete sentence". Goals are more specific and requirements have increased.

The formulation of teaching difficulties is also based on changes in goals, from observing actions to language and demeanor.

During the implementation process, the teaching of the first picture was different from the first trial teaching: several students were asked to perform ants moving bones, other students observed what methods their classmates used to move the bones, and the teacher Write down good words. During the second trial teaching, let the students talk about their experiences and think of solutions. By the third trial teaching, let all students participate in the teaching situation set up in the classroom, and let some students learn how ants call their friends (one student learns how ants call their friends, and other students act as companions) give a response).

In the teaching of the second picture, the first trial teaching only used students’ imagination. In the last two practices, more emphasis was placed on students’ participation. The second time is for students to perform on stage, and the third time is for all students to perform in their seats, with the background of music

so that every student can calm down in this situation, so that Students have something to say when they speak.

The final trial teaching in the writing session focused more on asking students to rewrite a scene, asking them to look at two more pictures, review their favorite plot, and then write the story.

After several trial teachings, the presentation of students’ exercises is also different:

In the first trial teaching, the students wrote down fluently in a paragraph, but when it comes to ants moving bones, The description of the movements was not adequate. Many students listed the same verbs as written on the blackboard and made a concluding statement, "The bones still cannot be moved." The descriptions of the bones were similar. Students lack their own perspective.

In the second trial teaching, students were able to write a smooth and complete sentence. The detailed description of the little ants after finding food is relatively accurate, and students with strong abilities can also have their own unique ideas. However, the key point of ants moving bones together has not been broken through. Judging from the students' works, many students are unable to transfer the movements of ants moving bones when they are thinking of ways alone to the scene of collective moving bones.

In the third trial teaching, students were able to express the meaning of the picture clearly in a complete and fluent sentence. The difficulty of the little ants calling for help from their companions is well implemented, and the imagination of the ants collectively moving bones is also concrete. Students can use the form of "haozi" to describe the scene when moving bones.

Through three similar trial lessons, we got the following thoughts:

1. Situational teaching allows students to quickly integrate into the picture environment

Situational teaching method means that in the teaching process, teachers purposefully introduce or create vivid and specific scenes with certain emotional colors and images as the main body, so as to arouse students' certain attitude experience, thereby helping students understand the teaching materials and make students teaching methods that can develop psychological functions.

The thinking of low-level students is still in the transition from image thinking to abstract thinking, and most of the time, image thinking is still the main focus. Situational teaching can effectively shorten the distance between students and pictures, make students feel that looking at pictures and writing words is not so far away, and reduce students' sense of strangeness and awe.

For example, in the introductory link of "Little Ants Moving Bones", the story begins with the story, taking students into the situation of the little ants, and then entering layer by layer

to make students feel that they are that Only ants can create empathy, and then be able to connect with the reality of their own lives, integrating monotonous pictures into vivid life, and reducing the sense of strangeness.

2. Reasonable situational teaching makes static pictures "move"

When looking at pictures and writing, there are many places where students are required to develop reasonable imagination. But this imagination is difficult to develop for middle-level or even learning-difficulty students. For teachers, where to use situational teaching methods to improve students' imagination content is also an important and difficult point.

When teaching the lesson "Ants", for the teaching of the first picture, the focus and difficulty of the first teaching was on the question "What do bones look like?" However, because this picture is originally static , the effect of using situational teaching is not great. In the second teaching session, the key point was changed to "How did the ants behave after discovering the bones?" This important and difficult point is divided into two levels. The first level allows students to observe pictures and use pictures to let students imagine the expressions of ants. On the second level, students are asked to imagine how ants would move bones based on the first level. The design here is for individual students to come up and perform, so that other students can observe carefully. Although this link is simple, it allows students to intuitively see the various movements of the little ants racking their brains to move in front of the big bones and the facial expressions when moving. Turning static imagination into a dynamic scene makes students' imaginations fuller and their language more flexible.

It can be seen that the reasonable use of situational teaching where needed can build a good ladder, allowing students to climb up the ladder, and writing will become a matter of course.

3. In situational teaching, you can combine points and aspects to stimulate more students' enthusiasm for writing

If we say that the situational teaching mentioned in the previous point allows several students to perform, If you create a small situation for other students to watch, then integrating the entire class of students into a situation and creating an overall big situation will make every student feel the same and have more desire to speak.

For example, when teaching the second picture, in the first trial teaching, students were asked to play a short movie in their minds and then talk about what they saw. The second trial teaching method was to let student groups perform a performance and then invite individual groups to perform, but the effect was not very good. Although the teacher also tried to create situations, it was difficult for the students because it was the first time for students to just imagine. Many students could not explain what they saw.

The second time was because the teacher created a situation where students only focused on moving and ignored the implementation of language. Therefore, in the third trial teaching, the overall situation setting was used. Ask one little ant to call its companion, and the other little ants will respond. In this way, the language of ants is put into place. When the students are all excited, let each student pretend to move a bone together in their own position amid the sound of music. Along with the music, the students invariably carried the "bones" on their shoulders and shouted slogans such as "Hey yo hey yo" and "One, two, one, two". The setting of two big situations made the students change from "I" to "ant". They were emotionally sublimated and they also implemented the language well.

It can be seen that in the teaching of looking at pictures and writing words, the reasonable and appropriate use of situational teaching can well develop students' imagination, stimulate students' desire to speak, and accumulate students' writing materials. Through long-term practice, writing will no longer be an insurmountable mountain.

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