To put it bluntly, the college entrance examination composition is similar to the eight-part essay in the imperial examination era in mode.

Everyone has a basic fixed pattern, with limited words, genre, content and time. Therefore, to a large extent, candidates are not allowed to gallop freely and play at will. The model of "three speeds" and "five stages" is nothing more than enlightenment, inheritance, transformation and integration, and the distinction between good and bad grades is nothing more than language, conception and thinking. The basic requirements are nothing more than: to the point, to write, and not to violate the rules. Grasp these basic elements first and try to get close to them in daily training. In the third year of high school, there are dozens of exercise opportunities, and it is not difficult to achieve the goal.

Second, classify students' writing ability.

Class A: accurate examination, accurate and fluent language, well-informed, natural and flexible writing, active thinking and agile writing. The proportion is roughly 5- 15%.

Class B: accurate examination, simple language, short knowledge, plain writing, poor thinking and slow writing. The proportion is roughly 40-70%.

Class C: I can't judge questions, and I have great obstacles in language expression, many language diseases, slow reflection and delayed writing. The proportion is roughly 10-20%.

If we consider the overall situation, the focus of composition training in senior three is definitely class B, and the difficulty is class C. ..

Third, the common disadvantages in composition teaching

"Cook in one pot" and "hodgepodge", ignoring teaching students in accordance with their aptitude!

Consequences: it is difficult for gifted students to show their advantages, poor students to make progress and ordinary students to break through. It's hard to please, teachers and students blame each other, and it's not easy for the principal's parents to have jobs!

Fourth, bring new ideas into play in "platitudes"

Teaching students in accordance with their aptitude, all teachers are familiar with their chests, so they are regarded as "platitudes", but few can really play well.

How to play?

(1) Pay attention to "Extracurricular Kung Fu"

First of all, be absolutely familiar with your students. Line them up secretly according to the above general standards. The writing ability analysis table is best compiled in three parts according to three categories, and several items can be added, and then filled in according to the actual situation of students. There must be in-depth investigation and study before filling in, and the situation must be accurate. The classification of learning situation should be kept confidential, and students should never be informed to avoid side effects.

Second, composition teaching in senior three, "three classes under one roof" is the worst conventional teaching mode! Unless necessary, try to use the method of "classified teaching".

Maybe you will be confused by the venue and time? ! Here is a brief introduction to my practice:

The same composition teaching class. Class a writes a composition according to my request from the teacher; Class C copied the excellent composition from the teacher, transferred Class B out of the classroom and found an empty position. The key point is to listen to my composition after class and complete the assigned composition. However, it is not completely static. According to the needs, sometimes students in Class A are transferred out of class, and sometimes students in Class C are transferred out of class. In the composition teaching of senior three, "paying attention to kung fu after class" is one of my unique skills.

(2) Composition evaluation varies from person to person.

I hate "changing the composition in batches" and never change it in batches! Therefore, many people in my industry say that I am a "lazy person", and the headmaster and some parents have also made many criticisms. I don't care about him! Because the students are still satisfied. The final test score can silence the critics!

I only grade a dozen compositions at a time, and the rest is just one score! Looks relaxed. Actually, it is not!

I decided to correct it, not only by "wholesale reform", but also by fine batch and fine reform! Often my comment on writing is several times longer than the students' composition, 4-5 comments are just general, and more comments have more than a dozen pages. Sometimes I even attach a composition that I adapted from the students' original text. Otherwise, it is difficult for gifted students to have an advantage in the future. Ordinary students and poor students generally don't write comments, occasionally add one or two words of praise and encouragement, and never point out faults and deficiencies in the comment. But this is only the surface. Secret work is a comment that I want to teach them to write their own compositions. When students write comments, they naturally know where the writing mistakes are, and it is a great progress to be able to identify them. They get many times better feelings than reading the teacher's comments! I have a real experience: "The focus of poor students' composition teaching is not to teach them how to write well, but to teach them how to avoid mistakes in writing!" In addition to their own evaluation, sometimes let them evaluate each other. Sometimes top students' compositions will be handed over to poor students for correction. The ancients said that the article was poorly written and well corrected. "Learning and improving writing ability through evaluation and revision" is another trick for me!

(3) "Grading standard" is arbitrary.

In the usual training, it is not necessary to use a fixed scoring standard for composition scoring. In my opinion, leniency means leniency and strictness means strictness. For talented students, I usually only have comments, no grades, or simply let him grade himself according to the composition grading standard, so as not to waste the teacher's pen and ink! Poor students, try to give high marks, and don't be stingy with full marks when necessary. Because poor students get high marks occasionally, they are often ecstatic, and their writing mood is suddenly mobilized. Always getting low marks, he completely lost his enthusiasm for writing.

Fifth, learn to liberate yourself.

Composition teaching in senior three requires "short, flat and fast". If you want to see the effect quickly in a short time, you must use unconventional ideas and methods.

1, to minimize useless work.

The first step is to accurately grasp the learning situation, otherwise, there is no loss in teaching. This point has been mentioned earlier.

Second, identify the breakthrough and key points of students at different levels to avoid "big detour".

For gifted students, the key is to expand their thinking and language skills, and at the same time avoid low-level mistakes in their compositions, which is the key to getting high marks or full marks. I don't usually pay much attention to getting full marks for gifted students, but high marks are very important. )

I often divide eugenic compositions into two categories: one is "complete composition" and the other is "incomplete composition". Among them, "complete composition" is less than 10%, and "incomplete composition" is more than 90%. "Incomplete composition" includes: writing the beginning, writing the main paragraph, writing the end, writing the outline of the structure, listing the famous sayings and aphorisms that should be used, listing the typical examples that should be used, ending or beginning with poems, ending or beginning with aphorisms, writing the central idea, explaining the examination questions, writing the writing ideas and so on. In addition to "complete composition", each student is generally required to write a topic about 10 in one class. In the third year of senior high school, the essay topic of gifted students training is definitely not less than 1000. Although there are many topics, because most of them are "incomplete compositions", for them, composition is never homework and will not increase their burden. This is a writing training method that I refer to the so-called "large amount of exercise" in physical training. With such training, why worry about students' writing ideas? Why worry about them getting stuck in the examination room and making mistakes on the spot! Their usual training is even stricter than the examination room. Therefore, in the college entrance examination, they have become accustomed to it.

For secondary school students, don't ask them to be equal to gifted students. Otherwise, it is unrealistic, and at the same time, it will often lead to the situation that "the two companies are unwilling". Not only the students are not liberated, but also the teachers suffer greatly. For the composition of the college entrance examination, 70 points is a perfect score, and the average student can score 50 points as the goal, which is equivalent to 70 points for the composition of 100. If properly grasped, it should be realized. If he doesn't grasp it properly, it will be difficult for him to get 40 points, because psychological factors in the college entrance examination will generally lower the score than usual 15-20%. How to get 50 points? Teachers should solve these 50 points and implement them on everyone. It is also 50 points, and Zhang San's grip is different from Li Si's. According to the scoring standard of college entrance examination composition, the specific details of each student's earning points should be worked out according to the probability that each middle school student loses points in his composition at ordinary times. This is the only way to achieve both the existing goals and specific measures and methods. Otherwise, the goal will definitely fail!

Poor students are an important factor that holds people back, and it is also a headache for teachers. The breakthrough of poor students is the confidence and interest in writing. If this breakthrough can be achieved, the average score can reach 40 points. This is equivalent to the usual passing score. However, at the marking site, I often encounter 70-80% of the cost papers below 40 points, which shows that it is easy to get low marks (below the passing mark) in the college entrance examination composition! How to improve poor students' confidence and interest in writing? I often use the following methods to provide some reference:

1, fractional stimulation plus clever encouragement (as mentioned above, omitted here)

2. To reduce the difficulty of writing, it is best to start from the starting point. I'm trying to minimize the starting point: starting with writing. Write what? Let me go. Let go again! You can write anything! It takes 2-3 months to write. What modern middle school students are good at is complaining, which is just as well! The ancients said: If you want to teach it, you must first seduce it. As long as he is willing to write, you are half successful! A month ago, there was only praise, not criticism. In the second month, it is enough to do a little nudge from time to time! In the third month, the mind is induced. After three months, not only confidence and interest are gradually cultivated, but also the basic skills of argumentative writing are unconsciously formed, and this role is not small! After that, things will be easy. My colleagues and I made the same mistake: rushing for success often backfires. I hope that the current Chinese teacher in Grade Three will never make the mistakes we made in the past!

3. Don't ask for many articles, just ask for familiarity.

As far as genre is concerned, the "eight-part essay" in college entrance examination is nothing more than narrative essay, argumentative essay and expository essay, plus a "comprehensive application". And each genre, structure and method are very limited. As far as the layout of the plan is concerned, it is nothing more than "germination, inheritance, transformation and integration", and as far as the use of language is concerned, it is a simple vernacular. Three big pieces and five small pieces, the words are clear, meet the requirements of the topic, and the central meaning is clear. You will get it in 40 minutes. It's not difficult to say difficult. Therefore, in the training process, according to the actual situation of the class, the tactics of "step by step" and "divide and rule" are adopted, and breakthroughs are made one by one. Each composition should identify 1-2 breakthrough points. If the goal is not achieved, there is no need to change the topic, and the original topic will be rewritten until the goal is achieved. Don't skim the water, there are many questions, and none of them can pass! This method is also suitable for three types of students, especially poor students.

4. Take students' excellent compositions as teaching materials and model essays.

To tell the truth, students and I don't appreciate many articles in Chinese textbooks! Therefore, I gave up many articles (but I was reprimanded for it, but I was not at ease. ) I often take students' excellent compositions as texts. This has many advantages: first, students feel cordial; Second, the "author" is happy, and writing it will be more energetic; Third, the combination of reading and writing is closer; Fourth, it is more helpful for poor students; Fifth, teachers can be lazy. I teach the "author" to prepare his own lessons and go on stage to analyze his own thoughts, ideas, writing feelings and lessons. Students' compositions are used as teaching materials. I never copy them. Let the students copy by themselves, and then speak after writing. It is really useful for poor students to copy excellent compositions and even recite and retell excellent compositions to cope with the college entrance examination! However, teachers should be selective and can cover the general direction of college entrance examination writing. But this can't replace the training of basic writing skills. ) With a successful model essay as a model, coupled with solid basic skills and flexible skills training, you don't have to worry about how to write the college entrance examination.