Introduction: Chinese characters are the treasure of the Chinese nation and contain rich cultural information. The process of learning Chinese characters is the process of learning culture and the process of learning aesthetics. "Chinese Curriculum Standards" further strengthens the important position of literacy teaching in Chinese teaching, clearly stating: "Literacy is the basis for reading and writing, and is the focus of teaching for grades one to two." Literacy teaching methods (1)

In literacy, make full use of multimedia courseware, with pictures and words, and a combination of audio and video, which can stimulate students' interests and inspire students' thinking. For example, when teaching animal-related words such as "dog, cat, chicken, pig, monkey, tiger", animation is used to organically combine video and audio. The vivid paintings came into the students' eyes, and the beautiful music injected into the students' eardrums. In an instant, the students had an emotional response and internal motivation sprouted. Teachers enjoy teaching and students enjoy learning.

2. The penetration method of "assembly and disassembly" - literacy in "playing"

When literacy, put together the parts of the familiar words that have been learned to form new words. Or break down the new characters and replace them with familiar characters that you have learned. This method of "putting together, dismantling and disassembling", through independent learning and group cooperation, can not only review the past and learn the new, but also review the past with the new. For example, when teaching "日", it can be spelled into words such as "白, 目, 久, you, Jia", and when teaching "青", it can be spelled into words such as "Qing, Qing, Qing, Qing", and vice versa. Students have fun playing with the puzzles and learn to read while playing.

3. "Picture" Penetration Method - Literacy in "Appreciation"

In literacy, brightly colored, vivid and interesting pictures can be organically infiltrated into teaching, which can inspire students Strong interest and expand students' rich imagination. For example, when teaching the words "日" (a golden sun), "月" (a crescent moon), "山" (a majestic mountain), "水" (a clear spring), etc., sometimes Allow students to draw and draw while imagining the origin of the words. There are pictures and words, and the pictograms are understandable. Students feel beauty through appreciation and learn words through perception.

4. "Riddle" penetration method - literacy in "thinking"

When literacy, "riddle making" and "riddle guessing" are organically infiltrated into the teaching process. It can not only satisfy students' curiosity, but also stimulate students' thirst for knowledge. For example, teach the words "spring" (three people go out for a spring outing), "yi" (the sun goes up to celebrate Children's Day), "gao" (bite off the cow's tail in one bite), "en" (one person is sleepy and one bite, peace of mind comes to mind) and other words , you can make up riddles for students to guess first, or you can inspire students to make up their own riddles after learning the characters. This method can integrate boring text symbols with vivid and intuitive concrete things. Students are eager to try in the mystery and understand in the thinking center.

Five "Song Jue" Penetration Methods - Literacy in "Chanting"

In order to facilitate students' memory, rhythmic formulas are compiled according to the rules of Chinese characters during literacy. For example, teach "Quan" (a person who is brave enough to crush the king), "Jin" (a person with the surname Wang, who has two pieces of candy in his pocket), "Pi" (a courtyard with three walls, and a juggler sitting inside) ), "Bi" (Aunt Wang, Aunt Bai, sitting side by side on the stone) and other words, the teacher writes and reads while the students "empty the book" while reading, until they are familiar with it and chant it. This formula is humorous, entertaining, catchy, easy to learn and remember.

Six "action" penetration methods - Literacy in "acting"

During literacy, some verbs are asked to be imitated and demonstrated by students, which not only reflects the lively and active nature of students, but also Along with the progress of body language, master the glyphs and understand the meaning of the words in depth. For example, when teaching verbs such as "beat, shoot, shake, push, run, step on, jump, kick, eat, drink, bite, sing", students should first make it clear that these words are related to "hands, feet, and mouth", and then let the students Students moved their hands, feet, and mouths, and through demonstrations of their own movements, they strengthened their memory of word shapes and deepened their understanding of word meanings.

7. "Phonetic-phonetic" penetration method--"Distinguish" in character recognition

When reading characters, separate some pictophonetic characters to inspire students to clarify the radicals and read the correct pronunciation of the characters. . The radical represents the form (meaning), and the diaphragm represents the sound (pronunciation).

For example: "Qing, Qing, Qing" ("Qing" is the "情" of the mood, with vertical heart; "Qing" is the "Qing" of clear water, with three points of water; "蜻" is the "蜻" of dragonfly, Use the teaching of "xiao", "xiao" and "xiao" ("xiao" is the "xiao" that disappears, and is used next to the word "worm"). It is the "xiao" of Xiaoyao, and it is used to teach the teachings of "Zuizhi" and so on. Among Chinese characters, a considerable part are pictophonetic characters. The key for students is to identify their radicals and understand their meanings.

Eight "Context" Penetration Methods - Literacy in "Enlightenment"

When literacy, teachers should try their best to create a language environment and combine some words with similar sounds and shapes that are easily confused. Put the words in context and carefully understand the distinction. For example, when teaching the words "ke, ke", "qian, apologetic", "shou, hand", "should, need", etc., I always ask students to form words and sentences orally, put the words in the language environment, and carefully Comprehend, so that every word does not separate from the words, and the words do not separate from the sentences. If you carry on like this for a long time, you will get twice the result with half the effort. Literacy teaching methods (2)

1. Literacy in language situations

The language situation literacy teaching model refers to the purposeful introduction or creation of certain emotional colors by teachers in the literacy process. Vivid and concrete literacy scenes with images as the main body can arouse students' certain emotions and life experiences, stimulate students' interest in literacy, and make students have a desire to literacy, thereby helping students understand Chinese character shapes, read the correct pronunciation, understand the meaning, and master Literacy method, literacy is carried out when the mind is highly concentrated and the spirit is completely relaxed, to increase interest in literacy, develop literacy skills, and ultimately achieve the purpose of improving classroom literacy efficiency.

2. Literacy in life

Teachers can also guide students to make full use of educational resources other than textbooks for literacy, break through closed classrooms and single textbooks, and enter life and society, so that students can become literate under the unique conditions of their mother tongue. When they are learning literacy, I ask students to collect trademarks and advertising plaques on the street, cut and paste the text on food packaging bags, and make literacy tabloids. This means that children can learn literacy around them, accumulate Chinese characters, and use Chinese characters in their lives. In this way, students can learn easily and happily. Literacy is not regarded as a task, but a kind of fun and enjoyment.

3. Literate in the way students like

Since students are young, it is not easy to concentrate when studying and they are prone to fatigue. Therefore, teachers must use a variety of teaching methods when teaching. Stimulate students' interest, allow students to learn and play while being full of interest, fully mobilize students' attention, and promote students' thinking to be flexible and creative. Below I introduce several literacy teaching methods that students like.

1. Use multimedia courseware

Teachers can make full use of multimedia courseware to let students watch mysterious texts. For example: First, a group of pictographic characters is presented. This group of characters appears in the form of animations that gradually evolve from physical pictures to pictographic characters to modern simplified Chinese characters, so that students can become interested in dynamic, lively and interesting pictures and mobilize many students. The senses are involved in literacy teaching. Practice has proven that the use of multimedia courseware for literacy teaching simplifies students' thinking processes, reduces students' memory intensity, promotes positive transfer of students' thinking, is conducive to cultivating students' good cognitive strategies, and inspires students to explore this infinite mystery. and the desire for fun in the world of Chinese characters.

2. Self-composed jingle

In the centralized classification literacy, simple structural analysis is difficult for children to accept. In order to stimulate children's interest in literacy and reduce students' literacy difficulty , I made up some catchy jingles. For example, blocking oneself does not block oneself, half blocking oneself does not block oneself, etc. In short, "there is no fixed method for teaching, but there are good methods." In literacy teaching, teachers should use various ways and methods to let students feel the joy of learning and creation, turning "hard study" into "enjoyment of study".

3. Associative literacy

Language comes from life and should eventually return to life. Teaching literacy in conjunction with real life can not only deepen students' ability to memorize words, but also be of great help in the practical application of new words. Chinese teaching emphasizes understanding and connecting with the language environment, "words should not be separated from words, words should not be separated from sentences, and sentences should not be separated from articles." I think literacy teaching can also be done in conjunction with texts.

For example, when teaching to memorize the word "kuan", students used the word splitting method to split "kuan" into "宀", "艹" and "见". Although this also achieved the purpose of literacy, I feel that this kind of memorization method The method is too rigid and far-fetched, and also deviates from the meaning of the Chinese characters.

4. Game method

Games are what students are most interested in. In teaching, teachers can use colorful games to mobilize students' enthusiasm for learning. For example, when I was teaching lower grades, I prepared many cards and wrote the new characters in each lesson on the cards. When I asked students to classify Chinese characters with the same radicals, form words, and distinguish similar forms, I used the method of "finding friends". Game law.

5. Classification literacy

From the perspective of the way to create Chinese characters, there are several types: pictographic, referring to things, knowing, and pictographic and phonetic. There are certain rules. If it helps when teaching, Appropriate classification by students can not only improve students' memorization efficiency, but also allow students to draw inferences from one example and expand the scope of memorization. For example: "Literacy 1-2" in the second volume of the People's Education Press edition, the words "tree, pine, cypress, poplar, pear, branch, material" to be recognized are all pictophonetic characters, all with "wood". When teaching, I guided the students to observe, thereby discovering the similarities and differences between these words, and the students came to the conclusion: "These new words all have the word 'wood' in them, and they are all related to trees."

At the same time, expand and let students think about what other words with "wood" they know, and then communicate. In this process, students not only got to know the new words in this lesson, but also got to know some extra-curricular words, which broadened their literacy. Another example: Let students learn the words "deng, hall, da". Through observation and comparison, the students' answers are very brilliant.

Some students said: "These three new characters all have 'ding', the one with 'fire' is 'deng', the one with 'factory' is 'hall', the one with '扌' is "Beat." Some students said: "Because you can light a 'lamp' with a 'fire', and you can 'beat' with your hands." By classifying some words with the same characteristics, and then comparing them, not only It is helpful to improve the effect of memorization and helps students distinguish similar characters. The classification literacy method plays an important role in students' literacy. It not only helps students connect new and old knowledge, forms a certain literacy structure, but also helps students broaden their literacy by analogy.