Recently, when I was flipping through the information, I saw the trouble of a primary school parent:
"The child is currently in the fourth grade of elementary school and can read for an hour every day, but the quality of the composition is still not high, the sentences are not smooth, there are few good words and sentences, and I can't grasp the key points. Even the composition of the latest exam was written directly off topic."
No wonder, The parent was worried and distressed because of this, and even posted online for help.
However, seeing this parent’s “harrowing experience”, I really want to cover my face and smile.
Because learning Chinese and writing, it is of course a shortcut to persist in reading and accumulation over time. But if the child usually only wants to complete the reading volume of this hour, and does not spend much time on the books and does not have much effective reading, it will be difficult to accumulate and gain in humanistic perception, words and words, and thinking and understanding.
and This parent has really high requirements for the composition of fourth-grade children.
Generally speaking, for elementary school students' composition:
Grade 1 and 2 mainly cultivates the interest in reading pictures and writing. As long as you can smoothly express your understanding and feelings about the things you imagined based on carefully reading the question and observing the characters and comics, and say what you want to say, it is a high-scoring little writing practice.
For children who have officially started to learn to write short compositions in the third and fourth grades, they mainly cultivate their interest in observing things, paying attention to the environment and experiencing life.
That is to say, children at this stage can listen carefully in class, write punctuation marks correctly according to the requirements of the teacher and textbooks, flexibly use accumulated materials and famous quotes, and be able to accurately express their thoughts and fresh and interesting stories without any restrictions.
There is no need to strictly demand children by "smooth sentences, good words and good sentences, and highlight key points".
The core of parent educating children should be focused on cultivating their interests, feelings and understanding.
As for children in the fifth and sixth grades, they should indeed accumulate materials and good sentences through daily reading, and learn to simply record, imagine, and practice compositions, and be able to express their expressions smoothly and write standardizedly, and to ensure that the emotional truth, the content is specific and the key points are highlighted.
So, this parent’s requirements for his children’s composition are not wrong, but are a little ahead of time. He copied the composition standards of the fifth and sixth grade children to his fourth grade children in advance, and then became angry because of this.
This way of educating children is of course likely to cause parent-child problems such as disgust, procrastination and rebellion among children.
Let’s talk about it. This parent only knows that their children are reading books every day, but do you know what books their children usually read and what books they like to read?
If it is a book in comics, adventures and curiosity, it will obviously be beneficial to increase children's interest in reading, but it will not help improve children's thinking ability. If a child reads a lot of books about history, popular science and common sense under the strong demands of his parents, it will definitely be very limited to improving his writing skills.
So I suggest that parents should recommend more books with strong literary colors to let their children read.
For example, Gorky 's autobiographical trilogy, Lu Xun's "The Morning Flowers and Evenings", Zhang Leping 's "Sanmao Wandering", etc. Of course, Shen Shixi , Yang Hongying and some campus novels that children like, so it is also good for children to read them appropriately.
can significantly improve children's writing ability from the aspects of emotional cognition, thinking expansion and thinking understanding.
In fact, every primary school teacher now lists a wide range of must-read books for students and parents every semester and winter and summer vacations.
I think most parents agree with their children's reading and learning. Because of this, in the homes of many elementary school students, children's book comics and story novels can even be placed on a few bookshelf locally.
However, when some children, under the supervision and pressure of their parents, read one or two books a week, more than a dozen books a month, and hundreds of books a year, can their reading interest and writing ability be significantly improved? Of course it is impossible for
.
Reading, even if it is a primary school student, it does not just read it with his eyes. If he understands the meaning and understands the plot, he will be considered reading.
In fact, guides children to read, and the most important thing is their interest, understanding and feelings.
Many parents only know to urge and force their children to read according to the teacher's requirements, but never communicate with their children about the content and humanistic background of the book. Children just read boringly and mechanically like completing homework or exercise indicators, without thinking, adapting and expressing.
Then reading like is naturally inefficient or even ineffective reading.
So I suggest that parents of primary school students should give their children more interesting and extracurricular choices under the conditions permitted by the conditions:
Don’t always force and limit the number and bibliography of children’s reading. As long as the books they like to read have healthy content and positive values, they should encourage their children to read more, rather than limiting their children’s experience and insights to the list assigned by the teacher.
At the same time, parents should communicate and chat with their children more , talk about the books and plots they like to read, as well as their feelings and experiences of reading in the past. Parent-child communication and reading communication such as
are definitely obvious for children to improve their reading effect and writing skills.
In short, Don’t let children regard reading as a task and burden, but let them feel the fun and beauty of reading.
In this way, the child's writing skills will naturally improve.
