First of all, experience the beauty of image in perception. Primary school students' thinking is mainly based on images, and composition is more about expressing their image perception of life. In composition teaching, we can set up situations so that students can fully perceive the image of the writing object in the process of experience, and gradually deepen the surface characteristics of the writing object from the outside to the inside, so as to grasp the basic characteristics of the writing object and then write a composition with true feelings. For example, the author arranged for students to write "Spring is Coming" and did the following work: 1. Take students to visit the Golden Goose Park to fully appreciate the beauty of spring. Before the visit, I emphasized in advance what we should pay attention to, such as the performance of trees, ponds and small animals. 2. Let the students discuss the experience of this visit collectively, focusing on "Where did the spring of Jinxiyuan come from". In the discussion, I stressed that we should pay attention to the difference between the scenery we saw and other seasons. Students speak freely and the effect is remarkable. 3. Enter the writing stage. Through concrete perception, students initially learned to know beauty, experience beauty and judge beauty, thus initially achieving the goal of improving students' aesthetic ability.

Second, enhance reading and feel the beauty of composition. Reading is the basis of writing, which can be divided into in-class reading and extracurricular reading. The former can make students realize the beauty in the article and attract beauty with beauty; The latter allows students to cultivate their own vision through the critical vision and aesthetic taste of others. Students can absorb and cultivate their own aesthetic ability by reading articles that are both literary and aesthetic in a wide range of dabbling.

In extracurricular reading, it is very important for students to freely choose reading materials, because reading is an activity that embodies personality and personality, and the choice of reading materials is the performance of personality. Only by letting students choose the books they are interested in can they deeply understand the contents of books and be infected by them. But letting students read freely does not mean letting themselves go. Pupils are young and inexperienced. Faced with a sea of books, they often choose reading materials blindly and randomly, so they can't improve their reading quality. Therefore, teachers must often and purposefully recommend various reading materials to students.

(1) According to the age difference of children's reading interest, recommend different reading materials to students of all grades. According to the research of educational psychology, children in the lower grades of primary school are more interested in fairy tales; In the middle and senior grades, I am more interested in battle stories, heroes and science fiction stories. But in the whole primary school stage, children's interest in social science and natural science is not clearly divided. When recommending reading materials, teachers should not only respect the psychological characteristics of students' age, but also expose students above the middle grade to a large number of popular science books, cultivate their interest in social science and natural science, and promote their interest to gradually differentiate.

(2) In order to let students understand Chinese, mathematics and other texts, recommend relevant excellent reading materials to them in time.

(3) In order to cooperate with the major activities of the school or society, recommend relevant reading materials to students in time.

(4) In order to let students receive the latest information and knowledge, recommend periodicals and newspapers to them in time.