1. Definition of the subject

Lower grade: the first and second grade of primary school.

Classroom writing: mainly refers to writing when learning new words and consolidating new words in class.

Effectiveness of classroom writing: Be interested in writing in class, write seriously, proactively, and actively, and on this basis, take the initiative to write correctly, beautifully, and keep the page clean.

Research on strategies to improve the effectiveness of classroom writing among lower primary school students: Aiming at the problems existing in the writing of first- and second-year primary school students when learning and consolidating new words in class, explore ways to cultivate interest in writing, write seriously and actively, and On this basis, take the initiative to research strategies to write correctly, beautifully, and keep the page neat.

2. Problems to be solved in the project research

The primary school Chinese curriculum standards clearly point out: “Writing is an important basic Chinese skill, a means of consolidating literacy, and plays an important role in improving students’ Chinese language skills. Literacy plays an important role, and a good foundation for writing must be laid. "At the same time, good handwriting is also one of the signs of a student's good literacy. A good calligraphy can accompany people for life and benefit them for life. But today, the current situation of Chinese character writing among primary and middle school students is not optimistic. Therefore, the main problems that need to be solved are:

1. Explore and summarize the correct posture for students to write, and cultivate students' good sitting posture and pen-holding posture.

2. Explore and summarize effective methods for students to learn and observe characters before writing, so as to lay a solid foundation for writing well.

3. Explore and summarize effective methods for students to write, evaluate and display handwriting, stimulate students' interest in writing good handwriting, mobilize students' enthusiasm for writing good handwriting, thereby improving the effectiveness of students' writing.

3. Theoretical basis for the subject research

1. The "Primary School Chinese Curriculum Standards" clearly states: "Writing is an important basic Chinese skill and a means of consolidating literacy. Students’ Chinese literacy plays an important role, and they must lay a good foundation for writing.” And it also puts forward clear requirements: ⑴. Like to learn Chinese characters and have the desire to take the initiative to read and write. ⑵. Able to write with a hard pen according to the stroke order rules, paying attention to the frame structure. Initial experience of the physical beauty of Chinese characters. ⑶. Strive to develop good writing habits, have correct writing posture, and write in a standardized, correct and neat way.

2. The age characteristics and physical development characteristics of primary school students tell us that the skeletal ossification of primary school students has not yet formed. Many soft tissues of the skeletal system, vertebrae, pelvic area and bones of the limbs have not yet ossified. The bone tissue contains There is a lot of water and little calcium salt content, which makes the bones less hard, tough, elastic, and easy to bend and deform. Therefore, special attention should be paid to cultivating and training children's correct postures for sitting, standing, walking, reading, and writing, especially to prevent the occurrence of hunchback. It is precisely because the wrist bones of primary school students have not yet fully ossified and they cannot write, play musical instruments and do manual work continuously for a long time. Therefore, in primary school, teachers and parents must pay attention to helping children maintain correct writing postures and correct wrong pen postures. , to prevent writing words that are too small.

3. The Ministry of Education specially launched the "Opinions on Strengthening Calligraphy Education in Primary and Secondary Schools", emphasizing that handwriting must be done well.

IV. Project research process

1. Project application stage (May-----June 2012) Complete the topic selection work, determine the research plan, and apply Personal project, request for project approval. After a period of deliberation, this topic was approved by the Lishui District Education Department on November 5, 2012.

2. In the preparation stage (July------August 2012), formulate a research plan, conduct literature research, conduct surveys, identify problems and current situations, and analyze and screen problems. Using the method of literature research, I successively studied documents such as "Being the Best Teacher", "New Changes in Classroom Teaching", "Classic Interpretation of the Classroom Charm of China's Famous Special Teachers", and "Innovative Teaching Design under the New Curriculum Concept". Absorb the main arguments and practical experiences to prepare theoretically for the next step of action research.

3. In the implementation stage (September 2012-------October 2013), further standardize the plan, conduct in-depth research on the subject, analyze the data obtained during the research process, and capture the progress of the implementation process Valuable information is recorded and archived in a timely manner. In the teaching process, we should base ourselves on the classroom, conduct teaching and research, accumulate practical experience, and explore research methods and strategies. Adopting the action research strategy, it includes "Maintain Correct Reading and Writing Postures" (Habits), "Literacy 5" (Literacy Category), "The Sea Sleeps" (Poetry Category), and "Little River and Green Grass" (Prose Category) Different types of courses are used to study case studies and conduct action research.

4. In the summary stage (November 2013-----December 2013), the data during the implementation process will be summarized and analyzed, and the data will be supplemented and improved. Carefully summarize experience, summarize and explore corresponding strategies, carefully write experimental reports, and apply for completion.

V. Results of the project research

(1) Literature research results

By consulting various literatures and reading relevant books and publications, I have the following Gains in several aspects:

1. The education department attaches great importance to writing teaching and pays great attention to how students write well.

⑴. The "Primary School Chinese Curriculum Standards" clearly states: "Writing is an important basic Chinese skill, a means of consolidating literacy, and plays an important role in improving students' Chinese literacy. It must be practiced well. The foundation of writing.” Moreover, the new Chinese language curriculum standards have clear requirements for literacy and writing: 1. Like to learn Chinese characters and have the desire to take the initiative to read and write. ⑵. Able to write with a hard pen according to the stroke order rules, paying attention to the frame structure. Initial experience of the physical beauty of Chinese characters. ⑶. Strive to develop good writing habits, have correct writing posture, and write in a standardized, correct and neat way.

⑵. The Ministry of Education specially launched the "Opinions on Strengthening Calligraphy Education in Primary and Secondary Schools", emphasizing that handwriting must be done well.

⑶. There are many famous teachers and experts who are actively exploring methods and strategies for writing good calligraphy, such as the late teacher Si Xia and the special teacher Liu Jun. There are also many schools that are practicing on how to help students write well, such as the National Writing Experimental School Zhujiang Road Primary School in Nanjing City, Jiangsu Province, the Third Experimental Primary School in Lingbao City, Henan Province, and Qingshan Primary School in Hohhot City, Inner Mongolia.

2. Writing teaching in primary schools has achieved certain results.

⑴. Many schools are actively carrying out research, exchanges, discussions, and exhibition activities on writing teaching. A large number of schools have been rated as national writing experimental schools and provincial writing experimental schools, such as: Nanjing City, Jiangsu Province Zhujiang Road Primary School, the Third Experimental Primary School in Lingbao City, Henan Province, Qingshan Primary School in Hohhot City, Inner Mongolia, Yuelin Central Primary School, Experimental Primary School, Jinping Central Primary School in Fenghua City, Zhejiang Province, Hongmiao Primary School in Fengxian District, Shanghai, Bao, Wuhan City Shanjie Primary School, Kunshan District Primary School, Baotou City, etc.

⑵. Research on writing teaching has achieved some results. For example, many measures have been taken to increase interest in writing, and various incentive methods have emerged in endlessly, which indeed have certain effects; and for example, on teachers’ own writing, campus There are also requirements for creating a writing atmosphere and taking measures to help students improve the effectiveness of writing.

3. There are still some misunderstandings and problems in writing teaching.

Looking at some research findings and operational practices, there are still some problems and misunderstandings. This is reflected in the following aspects:

(1) Some studies focus on the height of theory and have developed many methods, but they often focus on the teacher's actions and ignore the psychological and developmental aspects of students. Teaching should always adhere to students as the main body. Although teachers are indispensable, the main body should still be students.

(2) The scope of some research is either too broad or lacks systematicity, especially the practicality of the operation is not strong.

(3). Many studies focus on improving the effectiveness of writing in calligraphy education, making the research simply evolve into calligraphy education.

(4). There is no systematic method and theory on how to maintain students' interest, enthusiasm and effectiveness in writing, so as to develop good writing habits. There is also no systematic theory on the evaluation measures of writing results. . ,.

(2) Practical operation research results

In the research practice, I started from literacy - laying the foundation for the effectiveness of writing; observing characters - playing the prelude to the effectiveness of writing; Writing - experiencing the effectiveness of writing skills; commenting on writing - sharing the happiness of effective writing; displaying writing - continuing the effectiveness of writing by exploring several aspects at the end, trying it out over and over again, and constantly summarizing and exploring. The specific methods are as follows:

1. Literacy - laying the foundation for the effectiveness of writing

If we want students to write well, we must first let students recognize the words, understand the words, and master the words. . How to help students become better literate? This is how I practice it in my daily life:

(1). Optimize the state of mind for learning Chinese characters when two people are happy.

The level of students’ learning emotions and whether the classroom atmosphere is active or not is often a factor. synchronized with the teacher’s emotions. In classroom teaching, in order to mobilize students' positive emotional life, I first adjust my emotions to the best state, always full of energy, bright eyes, full of passion, and full of confidence in class. Secondly, pay attention to the language to be as accurate and beautiful as possible, lively and interesting, contagious and charisma. In such a harmonious classroom atmosphere, my students are often subtly infected by my passion, uplifted, emotionally high, and actively show interest in participating in classroom teaching. At this time, the entire classroom teaching will be in a proactive mood control among.

In view of the fact that lower grade students are active and have difficulty concentrating, and literacy tutoring can often only come one by one, making it difficult to take care of all aspects and the teaching efficiency is not high, I use multimedia appropriately in teaching. Auxiliary means. In addition, I make full use of music in life, letting beautiful tunes enter the Chinese classroom, so that students can enjoy the fun of literacy in the sound of music.

(2) Use illustrations to create situations to understand Chinese characters

Most of the texts in lower grades are equipped with vivid, lively illustrations, and the illustrations contain vivid storylines. In teaching, I make full use of the illustrations in the text, asking students to take a look, think about it, and tell each other what is drawn on the picture, and then compare the pictures and text to read the text, learn the students' words, and write down the new words. For example, in the carefully prepared "literacy" text in the Jiangsu Education Edition textbook, the editor arranged simple pictograms, which then evolved into pictographs, then regular characters, and finally a rhyme. Faced with such a text, I not only paid attention to the few regular script characters I wanted to write, but also paid more attention to the pictograms and pictographic characters in front. When teaching, I designed these words into a game of "looking at the picture and guessing the word", or an activity of "looking at the pictogram and imagining the picture" to teach literacy.

Students show great interest in children's songs, stories, fairy tales and the new words presented in them that are suitable for students' age characteristics, have simple language, lively content, are close to students' lives, and show students' emotional world. interest and literacy efficiency is also very high. Of course, it is impossible for textbooks to provide a picture for every new word, but many pictographic characters and ideographic characters have their own unique meanings, which require us teachers to research and explore before class, and then convey the charm of them to students.

(3). Learn Chinese characters by connecting life development resources

Life is an extension of Chinese learning. There are literacy resources everywhere in life, such as: various signboard names in life, Brand names, signs, advertising paper, packaging materials, publicity boards, etc. Faced with these common phenomena, students do not pay attention to or take advantage of them because they do not have this awareness yet. I use the school communication to communicate with parents and ask them to cooperate in preparing a literacy accumulation book for their children. I also asked the students to cut out the words on the packaging paper of the food they usually eat, and also cut the words on the packaging of toys, stationery, clothes, etc. they bought, paste them on the literacy books, and ask their parents at home to teach them how to recognize these words. Then take it to school to share the words you know with your classmates, and guide your classmates to learn them too. I also conduct regular literacy exchange meetings to keep children interested in literacy.

Over the past year, I have found that many children can take the initiative to read and recognize many words. They no longer find it difficult to read, and the effect of literacy in class is very obvious.

Feedback from parents is also very good. They feel that this literacy method not only makes learning fun for their children, but more importantly, they have more opportunities and time to communicate with their children, which enhances their relationship with each other. I really didn’t expect that a small literacy book would bring great gains and surprises!

2. Observation of characters - a prelude to the effectiveness of writing

In teaching, I believe you will often find such problems: First, the quality of writing often determines the exam I think any teacher who has participated in the unified examination marking will know the reasons for the high and low grades. The second issue is the method of teaching calligraphy. The teacher writes carefully, and the calligraphy is very standard; the students write hard, diligently and conscientiously, but the quality of calligraphy is never improved. The structure of the characters learned may be imbalanced, the center of gravity may be unstable, the strokes may be wrong, or the handwriting may be dull. As the workload continues to increase, the handwriting will become worse and worse.

After carefully studying the reason, I found that the teacher did not pay enough attention at the beginning, which caused the students to develop a habit, and the writing became worse and worse, so that it could not be corrected. First-year students who first learn to write often do not have the habit of observing model characters, let alone the method of observing model characters. Therefore, the handwriting does not look like them, and it is impossible to write well. Therefore, I believe that when writing, we should first guide students to learn to observe, cultivate their ability to observe carefully and carefully, and carefully copy copybooks based on observation. When writing, we should not ask for more, but for good, and writing teaching should be carried out throughout. So how to cultivate students' observation habits? I work hard from the following aspects:

(1) Help students establish the awareness of observation

This awareness of observation runs through the entire writing process, including observation before writing. , Observations while writing, Observations after writing.

①. Observation before writing

When students first start learning to write, their control of the pen and the strength of the pen are very awkward, and they have no habit of observing model characters. They often write as soon as they lift the pen. . In response to this situation, I remind students to carefully observe these model characters before writing each character, so that they can have an overall impression of the stroke posture and structural characteristics of the zigzag characters they write. When encountering words with similar shapes, I first arrange a one- or two-minute mini-competition of "My eyes are the brightest" and use children's songs to inspire "Look, they are similar, but they are actually different. What is the difference? Look at the comparison and then think about it." Through comparison, it provides students with a focus for observation, so that they can have a clear target when observing and have an idea when practicing calligraphy. Over time, students gradually develop the habit of observing model characters before writing, which takes the first step to improve the quality of calligraphy.

②. Observation during writing

This is very important for lower grade students who have just started to learn calligraphy. When learning calligraphy, many students tend to write every word they see, or even write a line of the same character, without observing the model characters in the middle. As a result, the distance between the characters in the same model increases as they write. I guide students to observe the model characters at any time and compare them one by one. Because what they observe before writing cannot be completely clearly reflected in their minds during the writing process, there are always ambiguities. Observation during writing just makes up for this shortcoming. The specific method is: guide the students to read one stroke of the word "Fan", the teacher writes one stroke of "Fan", and the students follow up with one stroke. Train for a period and then gradually let go so that it becomes a habit.

③. Post-writing observation

This process is the process of students comparing, comparing and revising the characters they have learned with the model characters. When students in the lower grades learn calligraphy, they often do it hastily and do not carefully check the similarities and differences between the characters they are learning and the characters they are learning. Observation after writing can help students discover problems in writing and structure... I make appropriate comments and students make timely revisions, which is very helpful in improving the quality of writing.