The gate of our school was built only two years ago. Magnificent, generous atmosphere, bronzing characters highlight the extraordinary tolerance of the school. The left side of the school gate is an affirmation of our school's efforts in recent years. Pieces of copper-plated plaque witnessed the growth of our school from an ordinary middle school to a municipal school and a provincial school, and witnessed how our school grew up in the storm. When we stepped into the school gate, we were greeted not by a solemn teaching building, but by one step at a time. In the eyes of our students, this long step is the broad road to the hall of knowledge.
read aloud
Happy laughter and cheerful voices.
Unknown talents come forth in large numbers.
Li Tao Zhou Ting
Walking up the stairs, you can see the solemn and tidy teaching building, from which the loud sound of reading comes every morning. Our classroom is on the first floor. Although the floor is not high, the scenery outside the window is still very pleasant. It's really comfortable to stand under the buttonwood outside the classroom after class every day. This is just a teaching building in our school. There are four teaching buildings in our school, one of which is a teacher's office building. No matter which building, the elegant environment makes people relax well after heavy work.
The office building is the place where teachers work and prepare lessons, equipped with modern facilities, which makes it convenient and labor-saving for teachers to work. On the floor, it says "Education should face the world, face the future ..." It is written with hot stamping. The office building has five floors. Hundreds of teachers from grade one to grade three work here every day. In addition to the office, there are also political and educational offices, general offices and conference rooms. Although it is a simple building, the work of the whole school can be carried out in an orderly way here!
The office building is opposite the student dormitory. Although the environment is a little simple, the students living in it are good examples of self-reliance and self-improvement. Next to the dormitory building, there are also geographical parks and biological parks. All these can make students increase their knowledge and broaden their horizons. Above the dormitory is the school basketball court. Every day, many senior brothers play basketball on it, so that many students can show their skills.
Walking all the way down from the basketball court, there is a comprehensive building on the left. The so-called comprehensive building is a building that integrates all laboratories and leisure rooms. There is a biology laboratory, a physics laboratory, a chemistry laboratory and a library ... every time I walk in here, I always feel that this building is full of wisdom. The library on the first floor is where I often go. There are many books in it, not only tutorials and writing guides for study, but also martial arts novels and essays to kill spare time. Traveling in the sea of books often makes me forget time and everything. There are also music rooms and dance rooms, where the notes of wisdom often jump.
On the left side of the complex building is our school's 300-meter runway, oval football field and colorful fitness equipment, which is a good place for us to exercise after class. It's close to Qingshan, and the cool wind is refreshing. Only when we get rid of the heavy schoolwork and exercise on the playground can we feel how broad and free we are.
This is our school, a high-quality school integrating environment and modernization.
How to guide the third-grade students in primary school to write a good composition PPT children in the third grade of primary school are generally still relatively young. Read him more good compositions and diaries at ordinary times, so that he can remember more beautiful words. I remember when I was in primary school, my teacher asked me to recite two idioms every day and a composition every two days. I felt a lot of pressure at that time, but it was really effective. Learn 300 Tang poems by heart. Steal if you can't write it. Compared with gourd painting gourd ladle, the writing level is naturally improved. Also, let children read more compositions and give them a lot of reading time. Now, we need more guidance, such as: detail description, action description, portrait description ... these are all important, and more practice is also essential.
I hope these dressing methods can help you.
How to guide elementary school students' introductory composition is a comprehensive reflection of their cognitive level and language expression ability. Composition teaching in primary schools can not only form students' initial writing ability, but also develop their thinking, develop good writing habits and really improve their writing ability. It is strange that primary school students are new to "formal" composition. Many students think that the composition "Tiger eats the sky, and there is nothing to say". In the composition class, I was so anxious that my face turned red. My composition is often upside down, and the preface doesn't match the latter. So how to guide junior high school students to "introductory composition"? I think the following "many" is very important. First, to say "more" means to express what you see, hear and want in words. People who can speak write well and cultivate students' speaking ability will certainly improve students' writing level and achieve the effect of killing two birds with one stone. I found that students who are not good at talking at ordinary times often cannot make their compositions coherent and reasonable. Is the lack of speaking ability. In view of this phenomenon, I pay special attention to the cultivation of students' oral ability in composition teaching. I ask students to introduce people and things they are familiar with, natural scenery or various activities they personally participate in. In the process of training, I make a simple outline to guide students to say what first, then what, and then write it down in an orderly way. In a composition class, I first asked a talkative boy, "Tell us about your mother." The boy was very strange at first, but he still replied, "My mother is in her thirties. She is fat and has a big braid." I nodded. He added, "My mother can embroider, and she can embroider very well! I also embroidered a lovely Mickey mouse on one of my new sweaters! " I smiled with satisfaction. Then I asked several other students, and the results were all good. So I went to the blackboard and wrote "My mother". Then I encourage students to write down what they just said. In this way, students feel "fully prepared" and writing is easier. Students think that composition is not too "difficult", but they regard it as a kind of enjoyment. Second, the old saying of reading: "Reading is broken." Read a good book. "Advocating students to read more books in composition teaching can improve students' ideological understanding, enable them to acquire all kinds of knowledge, deepen their life experience and accumulate beautiful language. Texts are the starting point for reading more. Reading a good text, trying to figure out the author's ideas and language expressions, and laying a basic reading ability will expand. According to your hobbies and certain needs, reading newspapers, magazines and books will lead to a world of reading more. In composition teaching, it is important to read more famous articles, but reading students' excellent compositions can not be ignored, because these compositions are written by students with similar age, psychological characteristics and life experiences, which are naturally comparable and enlightening, can best resonate with students themselves and are the most direct composition reference for students. The practice of reading proves that with comparative reading, you can find what you need to learn most effectively; Peer practice is most likely inspired by thoughts, material selection, conception and language. Therefore, students should be supported to subscribe to excellent compositions for primary school students, composition guides for primary school students, hundreds of composition guides, and composition kings. In this way, all students try their best to read extra-curricular books, extract beautiful words and cherish vivid chapters so as to apply what they have learned in their compositions. Only in this way can we taste the sweetness of reading extracurricular books to promote our writing. Third, writing more compositions is a practical activity. The formation of students' writing skills and the improvement of their writing level depend on their writing practice. Therefore, practicing writing more has become an important part of the whole composition teaching. Writing more can promote observation and thinking, exercise agility, rigor and flexibility, and skillfully use language and writing skills. As the saying goes, it is better to write poorly. "It is good to store the" materials "that can be heard by eyes and ears directly in your mind, but some" materials "are trivial and easy to forget, and you can't remember them for a while when you write them. Then you can keep the "material" you usually get in the form of words. If you encounter something meaningful, you will see a moving scene and find a different expression. You can write it down. This can not only accumulate a lot of life materials, improve the ability to analyze things, but also increase many opportunities to practice writing and lay a good foundation for writing articles in the future. Fourthly, it is an indispensable part of primary school students' composition revision, and it is also an important goal of implementing quality education in current composition teaching. Therefore, after writing the composition, you should revise it repeatedly. Try to be concise, accurate and vivid. In class, after instructing students to write a composition, I asked them to make a draft and write a blank line with a pencil. After the draft is completed, students are required to read and revise it themselves, and read the draft aloud to see if it meets the writing requirements. In repeated reading, correct typos, inappropriate punctuation and sentences, supplement unspecified places, and supplement redundant places. Students can change each other in groups, exchange comments through reading, and change while reading. In this activity, students are the most active in thinking, always want to express themselves, and try their best to find out the problems in other people's compositions, sometimes even a punctuation mark. Because of giving full play to students' subjectivity, students' potential wisdom has been developed and their writing ability has been exercised. Third, the teacher changed his face. A few students' compositions need the teacher's help to correct. The teacher's correction is a spur and encouragement to students' compositions. According to children's cognitive ability, change more and approve less. In this way, students' writing ability can be improved more effectively through rewriting, and they can write high-quality articles. Fifth, encourage students to work hard in every exercise, and always hope that others will affirm and encourage the value of their own labor. Teachers should conform to students' psychology. Change less and batch more, and tap their "bright spots". Students' compositions are flawed. Teachers should not only be good at finding the "bright spots" in excellent works, but also find the "bright spots" in emotional expression in poor works. I often put wonderful words or unique ideas in students' works on the blackboard to make students feel satisfied with their progress. Arouse students' enthusiasm for writing. Even if there are shortcomings, we should put them forward tactfully, leave room for students to think, give students a certain sense of accomplishment and a goal in sight, encourage students to establish self-confidence and encourage continuous progress.
Our school is a beautiful and elegant school. Although it is not too big, it is as beautiful as a garden. Every student loves it deeply and likes it.
Early in the morning, the students followed Grandfather Sun to the school and began a relaxed and happy day of study. When I entered the school gate, the first thing I saw was the tall white new teaching building. Look, how magnificent the new teaching building covered with red and white tiles looks against the morning light. Opposite the new teaching building is the old teaching building where we study and live. It has three floors in all. The students clean it every day. It looks very beautiful. Photos of famous people are posted on the outer walls of every classroom, urging us to move on and never slacken off.
In the middle of the campus is the playground. Every time class is over, everyone comes to the playground to chase and play. It's too noisy! Some people jump rubber bands, some play basketball, some play table tennis and some play games. Laughter and laughter spread all over the campus. Every Tuesday and Thursday at noon, the school radio station starts broadcasting, with rich contents: fairy tales, jokes and beautiful songs. More solemnly, every Monday morning, students line up neatly and attend the flag-raising ceremony with their teachers. When I saw the bright red flag raised in Ran Ran, I thought of the martyrs of the older generation, who exchanged their blood for our happy life today!
In the afternoon, when the afterglow of the sun shone on the school, the students walked out of the school one after another with full harvest. Everyone was talking and laughing, so happy. How beautiful my school is! It has created a good learning environment for students and trained generations of children. I love my school more.
Today's homework, the composition of the third grade of primary school, our school is in a hurry! About 100 to 300 words On Sunday morning, I got up early, strolled the streets and enjoyed the pleasant scenery of the city in the morning.
Walking in the street, I looked at the east, and saw the bright rays of Xia Guang shining through the thin clouds, sprinkled on the earth, sprinkled on people's faces, and painted everyone's hair with a layer of Hui Jin, as if the morning glow wanted to put a crown on everyone. At the same time, I felt the coolness of the morning. There is no noisy noise in the ears, and there is no beep of the car horn. Only the morning breeze sings in my ear, blowing my hair a little messy.
People who run in the morning are enjoying the natural beauty endowed by nature and running leisurely. Seeing such a scene, I also sincerely yearn for it, and I can't help but join the morning running team. Running and running, a "beautiful scenery" appeared in front of me. In a square on the side of the road, there are dozens of old aunts dressed in red, holding flower fans, smiling, waving their hands, twisting their waists and dancing in the morning breeze. They seem very happy. Some people who stopped to watch also used force for it. It seems that they also want to enter their territory.
In the early morning, many people miss the time, fresh air, beautiful scenery and leisurely mood. I am deeply moved by it and think of a sentence that the teacher taught me: A day's plan lies in the morning. I want to get up early every Sunday morning, go out for a walk, integrate into the environment and society, and move from morning to a better tomorrow.
How to guide the third-grade primary school students to do their homework; Students are young and have poor self-control, and the influence of psychological factors is dominant in learning. Only by following the rules of students' psychological activities and combining the characteristics of subjects, age and psychology can teachers make students willing to learn and take the initiative to learn.
How to instruct the third grade students to retell the text? Retelling the text means that students sort out the reading content in their own language on the basis of careful reading and understanding of the text, and narrate it in a focused, orderly and emotional way. Retelling is not a simple, mechanical and unthinking recitation, but a fusion of understanding, memory and expression, which is an important part of primary school students' listening and speaking ability. The new syllabus clearly points out that middle school students should be able to say one thing clearly. We should attach importance to retelling, pay attention to methods, and proceed on the basis of understanding the content and narrative order of the text. Compact classroom teaching often ignores the cultivation of students' retelling ability. As we all know, text retelling is one of the important methods of learning Chinese and a creative comprehensive thinking training. It can effectively unify understanding, analysis and expression, help to cultivate students' memory, generalization, expression, understanding and innovation ability, and plays an irreplaceable role in Chinese teaching. In teaching, the cultivation of students' ability to retell the text should be based on the teaching materials and students' specific conditions. The author thinks that when instructing students to retell the text, we should follow certain principles and master certain methods to cultivate students' retelling ability with half the effort. 1. Guide students to follow certain principles when retelling the text, because following principles can ensure the correct direction. 1. Improve students' innovative thinking ability and language application ability step by step according to the content of teaching materials and students' reality. Retelling the text requires students to deeply understand and integrate the article, so in the initial stage, teachers should guide the methods of understanding the text, teach students how to sort out the context of the article, how to grasp the main points, find the topic sentences and summarize the general idea; Students can extract effective information on the basis of mastering these methods. 2. For all students, create an equal, harmonious and relaxed classroom atmosphere, and the principle of combining encouragement with appreciation. In class, every student should have the opportunity to repeat. Therefore, we can use the method of retelling by ourselves first, then retelling in groups and then retelling in class to expand the scope of students' retelling. Let students be willing to speak and dare to speak, and allow students to make mistakes in the process of retelling; Sometimes tip; Especially for some children with poor oral expression skills, teachers should give encouragement and support. 3. Encourage students to repeat creatively. Retelling is divided into detailed retelling, brief retelling and creative retelling. Creative retelling is a retelling that changes its form. This kind of retelling adheres to the narrative order of the text and can best train students' imagination and thinking ability, especially middle and advanced students, who should be encouraged to imagine and practice boldly. Second, according to different retelling forms, guide students to use the correct method, because the correct method will get twice the result with half the effort. 1. Detailed retelling is a retelling close to the original text. This requires us to master the content of the article in detail, systematically and correctly. Every plot and picture in the article should be clearly left in our minds, and we should be influenced by the article ourselves. So close reading is the basis of retelling. When retelling in detail, be sure to make clear the main meaning of the article. For example, the article "Nine-colored Deer" is very long, but the narrative is very clear. The full text mainly focuses on two parts: Nine-color deer saves Diao Da and Diao Da sells Nine-color deer. When we grasp the main content and plot, on the basis of being familiar with the text, we can strive to express 80% of them in the language of the text, so as to better complete a retelling. When retelling in detail, it is very important to use sentences and words that express the main meaning. Generally speaking, the detailed retelling should not be too different from the original. 2. Brief retelling Brief retelling is to retell the most important content in the article according to the development of the plot. It not only requires us to repeat in the order of the text, but also requires us to grasp the most important content in the whole text. When expressing the main idea of the article, you can first look at how many natural paragraphs there are in the article and what each natural paragraph is about. If several natural paragraphs have the same meaning, they can be merged. In this way, the main content of each natural paragraph is merged into a short retelling content. 3. Creative retelling Creative retelling is to add your own ideas and opinions to the retelling on the basis of respecting the original text. It can exercise our thinking and deepen our understanding of the text. There are several ways of creative retelling: ① Use the third person in the description of general articles. You can try to describe it in the first person "I" when retelling. In this way, students may turn the experiences and feelings of the author or the characters in the text into their own, and at the same time, they may integrate some of their feelings into the retelling. (2) Continue to write a story Continue to write an article is to add content to the article-it can be added in the middle of the article or at the end of the article. Because some articles have left us some gaps, let's expand our imagination and understanding. For example, the article "Prometheus Stealing Fire" can be retelled by imagining people rejoicing after getting the fire, which is not mentioned in the article, but it can be compared and associated with the hard life of human beings before there is no fire and the convenience people get in life after getting the fire. In a word, there are other good methods to explore in practical teaching, combining the contents of textbooks with students' reality. No matter which method is used to retell the text, the purpose is to let students learn their own language to organize and provide language training exercises for students. Improve students' thinking ability and language expression ability, and improve classroom efficiency.
How to guide the introduction of composition in the third grade of primary school? Sorry, sorry, sorry, sorry, sorry, sorry. Sorry, sorry, sorry, sorry, sorry, sorry, sorry. Liu Wei, Luo, Li Wei, Li Wei, Li Wei, Li Wei, Li Wei, Li Wei, Li Wei, Li Wei, Li Wei, Li Wei. Composition teaching in primary schools can not only form students' initial writing ability, develop students' thinking and good writing habits, but also really improve their writing ability. Students in the third grade of primary school are new to "formal" composition and are relatively unfamiliar. Many students have the feeling that "the tiger eats the sky and has nothing to say". In the composition class, they blushed with anxiety. The written composition is often upside down, and the preface does not match the latter. So how to guide junior three students to "lead in their compositions"? I think the following "duo" is very important. 1. Speaking more means expressing what you see, hear and think in words. People who can speak are good at writing, and cultivating students' ability to speak is bound to improve students' writing level and achieve the effect of killing two birds with one stone. I found that students who are usually not good at words often can't resort to words methodically and centrally in their compositions. The root cause is the lack of speaking ability. In view of this phenomenon, I pay special attention to the cultivation of students' oral ability in composition teaching. I ask students to introduce people and things they are familiar with, natural scenery or various activities they have participated in personally. In the process of training, I make a simple outline to guide students to say what first, then what, and then write it down in an orderly way. In a composition class, I first asked a talkative boy, "Tell us about your mother." The boy was surprised at first, but he still replied, "My mother is in her thirties, fat and tied with big braid." I nodded my head. He added, "My mother can embroider, and she can embroider very well! A lovely Mickey mouse is embroidered on one of my new sweaters! " I smiled with satisfaction. Then I asked several other students, and the results were all good. So, I went to the blackboard and wrote my mother on it. Then I encourage students to write down what they just said. In this way, students feel "confident" and write more easily. Students don't find composition too "difficult", but enjoy it. Second, read more about the ancients' cloud: "Reading breaks thousands of books, and writing is like a god." Explain that students should "read more books and read good books." Advocating students to read more in composition teaching can improve students' ideological understanding, enable students to acquire all kinds of knowledge, deepen their life experience and accumulate beautiful language. Text is the starting point for reading more. Read the text well, try to figure out the author's ideas and language expressions, and lay a basic reading ability, so as to expand, read newspapers, magazines and books according to your hobbies and certain needs, and move towards a world of reading more. In composition teaching, it is of course important to read more famous articles, but it can't be ignored to read students' excellent compositions, because these compositions are written by students with similar age, psychological characteristics and life experiences, which are naturally comparable and enlightening, can best arouse students' own resonance and are the most direct reference for students' compositions. The practice of reading proves that with comparative reading, you can find what you need to absorb most; The works of peers are most easily inspired by conception, material selection, conception and language. Therefore, it is necessary to support students to subscribe to the excellent composition of primary school students, the composition guide of primary school students, the composition guide of a hundred schools, and the composition king. In this way, all students strive to read extra-curricular books, extract beautiful words, cherish vivid chapters, let themselves use what they have learned in their compositions, taste the sweetness of reading extra-curricular books and promote their own practice. Third, writing more compositions is a practical activity. The formation of students' writing skills and the improvement of their writing level depend on their writing practice. Therefore, practicing writing more has become an important part of the whole composition teaching. Writing more can promote the agility, rigor and flexibility of observation and thinking, and skillfully use language and writing skills. As the saying goes, "A good brain is better than a bad pen." It is good to store the "materials" that can be heard by eyes and ears directly in your mind, but some "materials" are trivial and easy to forget, and you can't remember or write them when you write. Then you can keep the usual "material" in the form of words. When you meet a meaningful thing, see a moving scene, find a distinctive expression or an intriguing language, you can write it down. This can not only accumulate a lot of life materials, improve the ability to analyze things, but also increase many opportunities to practice writing and lay a good foundation for writing articles in the future. Fourthly, it is an indispensable part of primary school students' composition and an important goal of implementing quality education in current composition teaching. Therefore, after the composition is written, it should be revised repeatedly to be concise, accurate and vivid. In class, after I instruct students to write a composition, students make a draft and ask them to write a blank line with a pencil. After the draft is completed, students are first required to read and correct the draft aloud to see if it meets the writing requirements. In repeated reading, correct typos, inappropriate punctuation and sentences, supplement unspecified places, and delete redundant words, words, sentences or paragraphs. Second, students can change each other in groups, exchange comments and revisions by reading aloud, and change while reading. In this activity, students are the most active in thinking, always want to express themselves, and try their best to find out the problems in other people's compositions, sometimes even a punctuation mark. Because of giving full play to students' subjectivity, students' potential wisdom has been developed and their writing ability has been exercised. Third, the teacher has changed his face, and a few students need the teacher's help to correct their compositions. The teacher's correction is a spur and encouragement to students' compositions. According to children's cognitive ability, change more and approve less. In this way, promoting writing through reform can effectively improve students' writing ability and get high-quality articles. Fifth, encourage students to work hard in every exercise, and always hope that others will affirm and encourage the value of their own labor. Teachers should conform to students' psychology, change less and batch more, and tap their "bright spots". Students' compositions are flawed. Teachers should not only be good at finding the "bright spots" in excellent works and layouts, but also find the "bright spots" in emotional expression in poor works. I often post wonderful words or unique ideas in students' exercises on the blackboard, so that students can be "satisfied with their progress and have an intrinsic interest in learning" and stimulate their enthusiasm for writing. Even if there are shortcomings, we should put them forward euphemistically, leaving room for students to think. Let students have a certain sense of accomplishment and a goal in sight, encourage students to establish self-confidence and encourage continuous progress. Sorry, sorry, sorry, sorry, sorry, sorry. Today is a good day for you to live a good life. This is a hard job. This is a hard job. This is a hard job.