农村儿童作文难,农村少数民族儿童作文更难。他们不仅缺乏审题、立意、布局、谋篇的能力,连基本语言也难写通顺。造成以上原因主要是:一、作文起步太晚,坡度过大,基本功训练缺乏(四年级才开始作文)。二、作文要求过高。在学生还没有具备任何写作基础的情况下,便要求学生完成篇章结构完整的作文。三、少数民族语言的制约。主要表现在:第一、语音的妨碍。以侗族儿童为例,如:“作业”读成“shuóyé”、“同学”读成“dóng学”。第二、民族语言的直接运用。如:放学后我去割“国草”。侗语“牛”叫“国(本地音)”,应当把它译成汉语才能运用。第三、倒装句的干扰。如:汉语中的“我妈”,侗语是“neixyaoc”。侗语中的“妈”是“neix”,“我”是“yaoc”,译成汉语是“妈我”。显然这是一个倒装句,严重违背现代汉语的语法规律, Rural children's composition difficult, rural minority children's composition more difficult. Not only do they lack the ability to review questions, make suggestions, layout, and seek articles, they can hardly even write basic languages. Cause the above reasons are: First, the composition started too late, the slope is too large, the lack of basic training (fourth grade composition). Second, the composition requirements are too high. Students are required to complete a structured essay if they do not yet have any basis for writing. Third, minority language constraints. Mainly in: First, the voice of the obstruction. Take Dong children as examples, such as “homework” read as “shuóyé” and “classmates” as “dóng learning.” Second, the direct use of national languages. Such as: after school, I go to cut “State grass.” Dong language “cow” called “country (local sound)”, it should be translated into Chinese to use. Third, the inverted sentence interference. Such as: Chinese in the “my mother”, Dong language is “neixyaoc”. The “mom” in the Dong language is “neix”, the “me” is “yaoc” and the Chinese is “mom”. Obviously this is a flip sentence, a serious violation of the grammatical laws of modern Chinese,