A warm word I love my mother. When I think of my mother, I will think of this famous saying: "Motherly love is the greatest power in the world-Milan". It's a sunny Saturday morning. My father has already gone to work, but I still sleep in bed. My mother prepared breakfast for me in the kitchen. It only took me ten minutes to get it ready. My mother came over to wake me up with a smile on her face. I stretched and then dressed quickly. After washing my face and brushing my teeth, I tasted the breakfast prepared by my mother. It was delicious and made my heart feel flattered. After dinner, my mother asked me to go out to play for a while. I ran out of the house and thought of a wonderful thing: baking sweet potatoes. My mother followed me and said, "I'll help you, remember, you should do everything with your heart, so that you can do things well." I said, "got it." Then I did what my mother told me, but I failed. It's a pity that I lost my big sweet potato. I began to cry, and my mother came to comfort me and said, "Never mind, let's do it again." This time, my mother and I were very happy, and soon we baked a sweet and fragrant sweet potato, which was even better than what we bought outside. I love my mother and thank her for helping and encouraging me in time when I was in trouble. I remembered the famous saying again: there is only a mother number in the world.

writing guidance: reflection on primary school composition training

composition is an important means to improve students' comprehensive ability, and it is also a difficult point in Chinese teaching. For a long time, the traditional training mode of "teachers' proposition and guidance-students' independent writing-teachers' own evaluation" has been formed in the composition classroom teaching structure of primary schools, which often leads to the following consequences.

1. Students can't write and have nothing to say. This is because students' compositions have always been teachers' propositions.

2. Students will not accumulate. This is because most of the materials for students' compositions are prompted or prepared by teachers.

3. Students can't innovate, and there are thousands of articles, lacking individuality. This is because the frame set by teachers intentionally or unintentionally has seriously bound students.

4. Students' writing is not to express their experiences and feelings about life, but to copy mechanically or make it up at will for "tasks" and "grades". This is because teachers ignore students' multi-channel accumulation of language and materials.

It can be seen that this traditional writing training mode can no longer meet the requirements of changing new courses into learning teaching, and of course it will not meet the requirements of quality education, and its disadvantages are obvious. In the practice of composition teaching, Wang Yongchu, the special-grade teacher invited by our county and the principal of Pinghu Experimental Primary School, followed the new concept of composition teaching requirements in the new curriculum standard, boldly broke through the traditional model, made useful explorations and attempts, initially formed his own composition training ideas, and achieved initial results. The author thinks that this teaching idea of composition training is mainly embodied in nine "stresses".

First, pay attention to fully tap the exercise resources in the text to cultivate students' innovative ability

In addition to the composition training in each unit, the text also contains extremely rich resources for students to do creative exercises, which is an important position to cultivate students' innovative ability. Therefore, teachers should pay full attention to and tap this indispensable exercise resource, so as to cultivate students' innovative ability and write articles different from the text.

Second, pay attention to creating situations to enhance students' interest in writing

Traditional writing training does not pay attention to creating situations, so writing training is too dull and uninteresting to attract students, and students will not be willing to write. (next88) This is because primary school students are restricted by their age characteristics and cognitive level. Their writing often requires teachers to provide certain situations, and external conditions such as teachers' guidance and help urge them to write better compositions to enhance students' interest in writing.

There are many ways to create situations, and you can use audio and video to create situations. You can use pictures to create situations; You can use language to create situations; You can use the appreciation of works to create situations; You can use games to create situations; You can use vivid performances to create situations; You can also use natural scenery to create situations, etc. No matter which method is adopted, teachers should take the ultimate goal of mobilizing students' interest in writing to the maximum extent.

for example, use games to create situations. Because they are playing games, the students' interest is very high, and they all actively talk about what are the most exciting and intense activities, how the participants do it, how they do it themselves, and what the language, movements, demeanor and emotions of the students next to them are. Unconsciously, middle school students finish their compositions in a happy and relaxed atmosphere, and the content is specific and the language is more vivid.

Students have experienced the whole process of the activity, truly experienced the fun during it, and have their own personal feelings. Of course, they have something to say, feel and express, and they will never feel that writing is a painful thing again. Game activities provide students with vivid writing materials, create a relaxed atmosphere, increase students' interest in writing, reduce students' fear of writing, and make students happy to write.

Third, pay attention to writing "two notes" so that students can lay a good language foundation.