Literacy is an important part of Chinese teaching and the foundation of reading and writing. The curriculum standards also stipulate that literacy and writing are the focus and difficulty of Chinese teaching in lower grades of primary schools. Chinese teaching in lower grades is to make children enjoy learning Chinese characters and have the desire to take the initiative to read. How to make use of the advantages of new textbooks to maximize children's potential and make literacy easy and enjoyable is a new topic faced by every teacher. As the saying goes, "Life begins with literacy." Literacy is the foundation of learning ability, the foundation of innovation ability, a solid foundation for active reading, and an inevitable need for human development. Therefore, literacy teaching in lower grades of primary schools is particularly important. Lower grade students are not able to observe things carefully, and Chinese characters with complex structures are not easy to remember. To this end, Chinese teachers in lower grades must focus on practice and thinking, creatively carry out literacy teaching work, improve students' literacy efficiency, increase the amount of literacy, and cultivate students' reading ability, thereby improving students' comprehensive Chinese ability and cultivating students' Chinese literacy. Teaching practice has proved that the literacy skills of lower grade students can be improved from the following aspects.
1. Stimulate interest in literacy and mobilize enthusiasm for literacy.
Interest is the best teacher. Children in the lower grades of primary school have advantages in mechanical memory and image thinking. Children of this age group mostly learn knowledge based on their interests. Therefore, in literacy teaching, teachers should use various teaching forms to create rich and colorful literacy situations, return the initiative of literacy to students, stimulate students' interest in literacy, and make children happy to learn Chinese characters. In the rich and colorful literacy activities, Improve literacy efficiency.
1. Show your true feelings and love your students.
Students’ inner emotions are rich and colorful, and they want to communicate with those who love them and pour out their hearts. Teaching practice has proven that if teachers show true feelings, respect students' emotional experience, and mobilize students' positive emotions, students will be able to have a spiritual resonance with you, reach an emotional tacit understanding, and students will be happy to accept the knowledge you teach. Teachers can teach easily and students can learn happily. Therefore, if teachers can respect students in classroom teaching, be close to students, strive to create a relaxed and pleasant classroom atmosphere, get along with students democratically, equally, and harmoniously, and use their eyes, smiles, and words to praise and encourage students, they will definitely be able to Make students excited and satisfied, and stimulate their initiative in literacy.
2. Set up situations skillfully and create atmosphere.
Children in lower grades are naturally active and their attention span is not strong. If only a single form is used in teaching, it is often difficult to focus students' attention. Therefore, in classroom teaching, teachers should create interesting literacy situations according to children's age and psychological characteristics, so that students can memorize with interest and consolidate the results of memorization. For example, you can put the new words to be learned in stories that students like to listen to to stimulate their interest in taking the initiative to read. For example, when teaching the word "song", the teacher can tell a story with great interest: "There is a pair of brothers who often get together and are inseparable good friends. The elder brother cares about the younger brother very much. Every time he goes out, he will say humorously: 'Little man, It's sunny outside, so don't forget to put on your hat. " Along the way, my brother always liked to sing to his little brother. He was very happy to have such a good brother, and he couldn't help but sing. " In the story situation, the students carefully observed the word "歌", read, memorized, and thought about it carefully, and then deeply remembered the new word "歌".
If teachers can cleverly set up games, textbook dramas, guessing puzzles, stories and other situations in literacy teaching, students will be able to be immersed in the situation, stimulate their strong thirst for knowledge and enthusiasm for learning, and increase their interest in literacy.
3. Organize games and enjoy learning and understanding.
Junior students think mainly in images and especially like interesting games. Educator Caroline said: "Children's job is to play, and stimulating their thinking in games is what they are most willing to accept." The process of game activities in the classroom can increase the interest of the classroom, activate students' thinking, stimulate students' enthusiasm for active literacy, and make students happy to read and memorize.
(1) Guessing word puzzles and making up word puzzles.
In literacy teaching, using "guessing puzzles and making up word puzzle games" can enhance students' interest in literacy. The teacher can create riddles, and the students can make up their own riddles and guess each other's riddles. There can also be a competition between the "Riddle Guessing King" and the "Riddle Making King". For example: Heavy rain fell on the fields. (Lei) bit off the cow's tail in one bite. (Sue) The three of them watched the sunrise together. (Spring) The birds are singing. (Crying) Wait. During the learning process, students will be able to actively use their little brains to guess and make up. After using word puzzles to memorize new characters, students will be willing to use this method to memorize the character shapes, be willing to participate in learning, and truly enjoy learning.
(2) Make up children’s songs and rhymes.
Children's songs and rhymes are catchy to read, suitable for children's taste, and will be remembered deeply by children. For example, when teaching the word "bi", students can be inspired to make up vivid word puzzles: "Mr. Wang, Mr. Bai, wearing green clothes, sitting on the stone." When teaching the word "shadow", students may make up: "Little Beijing stands under the sun, and the shadows on the ground are long and long. "There are many children in the class with the surname "Gao". When teaching the word "Gao", students can be guided to form: "One point and one horizontal length, one mouth is hidden under the other, and the mouth is wide open. Mouth, small mouth and belly. "By making up children's songs and rhymes, not only can students' literacy skills be improved, but their speaking and imagination abilities will also be greatly improved.
(3) Pick fruits and find friends.
Junior students remember words quickly and forget them quickly. Therefore, teachers should create rich and colorful game situations to enable students to take the initiative to learn literacy, learn literacy happily, and consolidate literacy achievements in a timely manner. For example, after learning combined characters, you can design a game of "picking apples and finding friends". Write the radicals and radicals of the learned words on half an apple, scramble them and stick them on an apple tree. Students are required to think and judge within a limited time, form the radicals and radicals into words, and read them accurately. By the way, give "Apple" to this classmate. If you make a mistake in reading, name another classmate to help, and the fruit will go to the classmate who helped. Students can happily learn words in lively and interesting literacy games, and they can also get their favorite big apples. Why not?
2. Teach literacy methods and master the rules of literacy.
The new Chinese curriculum standards clearly stipulate that teachers should cultivate students to "have a strong interest in learning Chinese characters and develop the habit of independent literacy." Students' independent literacy ability is the learning ability that is the basis for learning Chinese and even learning other subjects. Therefore, literacy teaching not only requires students to master Chinese characters, but more importantly, teaches students literacy methods based on their psychological characteristics and the laws of Chinese characters themselves, and continuously improves students' ability to consciously read.
1. Stimulate interest in independent literacy.
Junior students are innocent and inquisitive. If we can satisfy their curiosity and desire for knowledge, and praise their enthusiasm for literacy, we can encourage them to slowly embark on the road of independent literacy. Therefore, in literacy teaching, teachers must pay special attention to stimulating students' awareness of independent literacy, so that they like to learn Chinese characters and have the desire to take the initiative to literacy. First of all, teachers must change their concepts, return the initiative of literacy to students, and let them become the masters of literacy. Guide students to use interesting methods to learn literacy, make every student active, make the literacy classroom come alive, let students actively participate in the literacy process, experience the fun of literacy, and enhance students' sense of accomplishment in literacy. Secondly, teachers must change the evaluation method of literacy teaching and use more motivational evaluation. If students are found to have made some progress in the literacy process, they should give affirmation and encouragement so that students can see their progress and their various innovations will be valued by teachers, thereby enhancing students' enthusiasm for independent literacy and establishing their independent literacy. of self-confidence.
2. Teach independent literacy methods.
As the saying goes: "Give a man a fish, and you will get one meal; teach a man to fish, and you will have a lifetime." After students have the interest and desire to read independently, teachers must provide students with the knowledge of literacy methods. Guidance allows students to easily read and develop certain independent literacy skills. For example, students can be guided to memorize Chinese characters by combining the characteristics of pictographs and ideographic characters with specific objects; pictophonetic characters can be memorized with the characteristics of fractal meaning and phonetic meaning; some characters can also allow students to use singing strokes, component analysis, and formula making. and other methods to strengthen memory.
(1) Pictographic literacy method.
With this combination of form and meaning, the pictographic characters can easily take root in students' minds.
In the teaching of "knowing characters", a method that combines simple drawings, demonstrations and children's songs can be used to guide students to compose children's songs and remember the glyphs. For example, when teaching the word "tail", let the students draw a picture of a horse first, and then guide the students to compose the children's song "The horse has a tall body and a big fluffy tail behind it." Another example is when teaching the word "wen", let the students draw a picture of a horse. Students demonstrated opening the door to listen to the sounds, and made up their own children's song "It's so lively outside, open the door and listen carefully." The catchy children's songs suit the children's tastes and help them remember the new words firmly.
In the teaching of "same radical characters and similar characters", students can be guided to observe carefully, develop rich imagination and associations based on word theory, boldly question, and communicate loudly, so that they not only know how Chinese characters are Write, and know why you write like this, grasp the structure of Chinese characters, strengthen memory, and improve students' literacy efficiency.
5. Use educational media to develop literacy skills.
The learning of lower-grade students has no clear purpose, and their attention is random and unstable. Use animation to teach strokes, analyze structures, and demonstrate how to use pens. The more abstract processes of starting a stroke, moving a stroke, and closing a stroke can be directly displayed in front of students, which can attract students' attention. Using multiple forms of skillful exercises can consolidate literacy teaching, optimize the literacy process, and cultivate students' literacy skills.
1. Stimulate learning interest in video situations.
Stimulating students' interest is one of the advantages of multimedia-assisted teaching. Through multimedia technology and enhanced scenes, students can deepen their impression of new words based on their full understanding of the text content, and create a happy learning situation. For example, the lesson "Autumn Outing" in the third volume of the Jiangsu Education Edition of Primary School Chinese captures the characteristics of autumn scenery and depicts the beauty of autumn fields. During the lesson, a field scene accompanied by lively piano music is played to introduce students to the learning situation and give them a preliminary perception of the beautiful scenery of autumn. Allowing students to naturally transition from looking at pictures and talking and studying literature to literacy teaching, students are very interested and impressed.
2. Master writing methods in animated situations.
Primary school students’ concrete image thinking dominates. Using animation to teach literacy makes it easy for students to understand strokes, structures and other characteristics, making it easier to memorize and imitate. For example, some easy-to-write typos, flashing strokes or radicals can increase stimulation and turn difficulties into easy ones, so that students can read and write correctly. If it is difficult for students to master the stroke order and the fourth stroke of the word "bird", the teacher can demonstrate the animation of the word "bird" and write it out one stroke at a time, accompanied by the music of the sound of the strokes, so that students can understand the stroke order. The fourth stroke is difficult for students to write properly. , when displaying this stroke, the animation speed is slower. After writing, this stroke will flash, so that the word "bird" will be deeply imprinted in the students' minds.
3. Consolidate literacy effects through various exercises.
In order for lower grade students to firmly remember the Chinese characters they have learned, their memory must be strengthened through repeated practice. Teachers can use multimedia to design a variety of exercises for students to play literacy games to improve literacy skills. For example, if the character "青" is shown, let students use this character as the matrix to multiply another character. When the students point out new characters and remove the shapes, the computer gives encouragement: "Great, are there any more?" The students are enthusiastic and active in thinking, and can continue to produce "please, clear, eye, clear, dragon" and so on. Character. Another example is that it is easy for students to confuse two similar words "thirsty" and "drink". They can show the two words along with the picture and flash the radicals to deepen their memory. You can also design activities such as woodpecker catching typos, so that students can correctly recognize and memorize the Chinese characters they have learned. According to the characteristics of new characters, different exercises are created to consolidate literacy, which can enable students to correctly read characters in conscious learning activities, learn a large number of characters, and develop correct study habits.
6. Establish an evaluation mechanism and raise the sail of literacy.
In the process of literacy teaching, teachers should pay attention to the individual differences of students and use motivating evaluations to provide timely feedback on students’ literacy status, so that each student can discover his or her own strengths and experience learning in different aspects. success, in order to continuously stimulate students' interest in literacy, so that students can enjoy the joy of learning in every successful experience.
1. Literacy record sheet.
The table records the students' literacy performance in each lesson. It is recorded by the teacher and the primary school teacher. All students will be given two stars for their readings. One or two mistakes will be given one star. At the same time, you will be able to compare who is the fastest in literacy. You will definitely be able to catch up among the students. I rushed and greatly improved my literacy.
2. Literacy exhibition corner. Create a literacy exhibition area on the classroom wall to display students' literacy gains in extracurricular practice. Such as "food bags", "trademarks", "signs", "words in extracurricular books", etc., to encourage students to be literate and literate outside of class.
3. Literacy star evaluation meeting. Let students write down the words they know outside class in their own literacy books. Star evaluation meetings will be held every month. Based on the amount of literacy, the star rating of literacy will be determined. 20 characters will be one star. Let students actively carry out literacy activities in Saiyi.
In various evaluation activities, teachers must be good at discovering the shining points of students and skillfully use motivational language to make students feel that they are successful and raise the sail of students' literacy.
The "New Curriculum Standards" for Chinese language requires lower grade students to be able to recognize 1,800 words and write 800-1,200 words. The arduous literacy task requires teachers to stimulate students' interest in literacy, teach literacy methods, and turn Chinese characters into different stories and interesting pictures in the eyes of children, so that they can actively read through multiple channels and improve students' ability to read independently.
Chinese teaching attaches great importance to students’ extracurricular reading. Literacy ability is directly proportional to students’ reading ability. Students learn literacy in the process of active reading, and literacy promotes reading, effectively consolidating in-class content. The purpose of literacy and improving knowledge of Chinese characters. There is a paragraph in the implementation suggestions of the new curriculum standard that says very well: "Literacy teaching should use language factors that children are familiar with as the main materials. At the same time, make full use of children's life experience, focus on teaching literacy methods, and strive to combine literacy with application. Use a variety of Visual and intuitive teaching methods create rich and colorful teaching situations. "Therefore, literacy teaching must try to open students' mouths so that they dare to speak and read; it must liberate students' brains and allow them to independently explore, boldly imagine, seek differences and innovate; It is necessary to liberate students' hands and feet so that they are willing to contact nature and experience life. In this case, literacy is no longer a boring process of rote memorization, but a game full of fun. Children can truly feel the fun of learning Chinese characters and master them easily. In the process of literacy, students gain the joy of success and enhance their confidence in independent literacy, and literacy teaching can embark on a benign spiral upward path.