Liu Yao, Central Primary School of Liangshan Town, xinmin city City, Liaoning Province

Literacy is the basis of reading and writing. Literacy teaching is one of the important contents of Chinese teaching in the lower grades of primary schools, and it is also the basic project of Chinese teaching. The Chinese version of the S experimental textbook published by Chinese Publishing House requires the first and second grades to know about 1600 commonly used Chinese characters, and the literacy is obviously large. To accomplish such a big task of literacy, we must improve the efficiency of literacy. According to the characteristics of teaching materials, we should teach students scientific literacy methods, cultivate their literacy ability, and lay a solid foundation for students to read early and get more information.

First, according to the law of word formation of Chinese characters.

In the aspect of literacy teaching, the S-version Chinese textbook has changed the way teachers used to teach students to learn, which fully shows that students can learn independently, memorize glyphs in various ways, and cultivate students' autonomous literacy ability. Chinese characters are ideographic characters, and whether they are pictographs, knowing characters, indicating characters or pictophonetic characters, they all have their own rules. In teaching, we can make full use of the characteristics of Chinese characters to guide students to read.

1. Pictophonetic characters are relatively literate. Guide students to explore the internal relationship between the form and meaning of pictophonetic characters, and help students remember new words, such as "Qing" and "Qing" are both left-handed and right-handed, "Yun" and "Yun" mean meaning, "Qing" means sound, and new words such as "maple, birch, cypress, banyan and so on are taught.

2. Recognize the word classification literacy, such as learning the word "crooked", which consists of the word "no" and the word "positive". If the meaning is incorrect, it is "crooked". When learning the word "dust", students understand it as "small soil", while learning "rest", it is understood that people rest against a big tree.

Master the rules of Chinese characters and read independently, reduce the memory intensity and cultivate the interest in memorizing Chinese characters.

Second, create a relaxed and happy learning environment for students to read in activities.

Junior students are young and it is not easy to concentrate. Therefore, teaching should grasp children's playful nature, adopt various ways and means to stimulate students' interest, mobilize students' interest in learning, and make them change from passive practice to active practice, so as to actively participate in activities and read independently.

1. Component word formation

Chinese characters are all composed of strokes, radicals, unique characters and other components, thus teaching students to use components to form words and understand new words. Add and subtract a component. Use transfer strategies to effectively understand new words. For example, learn the word "chicken" and use the familiar word "you"+"bird" to equal "chicken". Learning the word "wood" consists of the familiar word "Hugh"-"person" equals wood, "person" consists of three words, and the memory is "three people are all".

2. Make up stories and memorize glyphs skillfully

In teaching, an abstract Chinese character is turned into a picture or a short story through intuitive means, vivid language and vivid stories. For example, when learning "Hui", the teacher tells stories and writes strokes: "People gather like clouds, so it turns out to be a gathering."

3. Make full use of card reading.

The characters required to be recognized in Chinese textbooks for lower grades in primary schools are the most common Chinese characters. Children can be encouraged to memorize these Chinese characters independently, or learn Chinese characters in cooperation with other students. There are many ready-made items in the classroom, such as doors and windows, lectures, blackboards, etc. Put a word card on it, so that students can know the words that represent the objects when they see them. Students can also use word cards as components to spell words, play word games and read happily in autonomous learning and communication.

4. Learn to read through competitions.

Students are competitive, educated and more motivated in the competition. Team competitions, men's and women's competitions and so on can be adopted. For example, teachers can show a picture of a big tree with apples and new words on it, so that students can hold an apple-picking competition to see which group picks more apples, and students can read the sounds of the words in order, analyze the font of the words, hold a solitaire competition and learn to read independently in the fierce competition. Using the method of competition, the effect is very obvious. Everyone no longer regards practice as a burden, but turns it into a part of the competition and a part of honor.

Third, words and sentences are synchronized to train literacy.

In literacy teaching, words cannot be separated from words and sentences, and new words should be associated with words to remember and understand the meaning of words from words. For example, in the first Chinese lesson of primary school, the crow drinks water, when guiding students to understand the new words "thirst" and "drink", they can be guided to understand the form and meaning of these two words in the text. From the sentence "A crow drinks water with its mouth and looks for water thirst everywhere", students can be guided to understand what thirst is (thirst thinks of water). "Thirst" is related to water, so thirst. Understand that drinking water is done with your mouth, and "drinking" is related to "mouth", so the word "drinking" for drinking water is next to the word "mouth". At the same time, guide students to make sentences with new phrases and words in combination with their own living language environment, and strengthen their understanding, memory and application of new words through synchronous training in speaking, writing and making sentences.

Fourth, let students take the initiative to read in life practice.

Encouraging children to read in life through multiple channels and methods is not only the accumulation of literacy methods, but also the application of literacy in life, such as guiding students to know stop signs and billboards when they go out to play, allowing students to recognize each other's names on their student ID cards, and collecting trademarks and small food bags for reading. Learn to read by buying things, watching TV subtitles and reading extracurricular books ... Let students pay attention to Chinese characters in their lives and take the initiative to read, constantly increase their literacy and improve their independent reading ability.

5. Encourage students to read in their own unique way.

Encourage students to make up their own jingles and analyze the word structure by guessing riddles. For example, when learning the word "thunder", students will compile "A Heavy Rain on Rice Fields"; When a student was learning the word "Gao", he wrote a riddle "Bite off the cow's tail in one bite".

Although students' literacy methods are still immature, and some are even naive and ridiculous, the process of students' own brain literacy is very important. It is a process of recreating Chinese characters, mobilizing students' thinking, stimulating learning initiative and improving literacy efficiency.

There are many ways to teach literacy. Teachers should use various ways and methods to make students feel the joy of learning and creating labor, and let students really master the skills of using literacy and Chinese character knowledge through practice, thus forming the ability of self-learning Chinese characters, cultivating innovative consciousness and improving learning ability.