How to teach first-year students to read? 1. Teach students to master the rules of word formation of Chinese characters by themselves.
In the past, teachers generally taught and students learned, and students were in a passive position. The new curriculum fully embodies the idea of allowing students to learn independently. By thinking, memorizing and analyzing glyphs in various ways, students' autonomous literacy ability can be cultivated, and students can think for themselves, find problems and find solutions. This can not only stimulate students' interest in literacy, but also make their memory of glyphs more solid and firm, and also explore the rules of word formation of Chinese characters.
In the first grade literacy teaching, I do this: first, guide students to observe the situation map, so that they have the desire to read, master the pronunciation of new words and know the glyphs in repeated reading. Then I asked the students:? Today we are going to learn these new words and see who is the cleverest. Come up with the best memory method with your own brain, please tell us. ? Students are full of interest in such questions, and immediately start looking for answers in their brains, and put forward many different memory methods: familiar words and strokes? 、? Similarity and character contrast? 、? Homophones? 、? Why don't you step aside if you're familiar with it? 、? Disassemble parts? 、? Subtract strokes? Like studying? God? Words, some people say? Big? The word plus a horizontal is the sky; Someone said? People? The word plus two horizontal lines is the sky; Someone said? Husband? If you don't say it, it will be heaven. Study? Garden? At the time of writing, some people said it was in? Yuan? Words and walls? Mouth? Is it? Garden? , so as to understand? Campus, park? Is there a wall to distinguish? Yuan, Yuan? The usage of. Study? Love? The word, the students break it down into? Hey, friends? , I deserve children's songs? Claw prefix, bald head cover, children, isn't it cute? . In this way, students will soon remember new words.
Second, break through the difficulties of glyphs in relaxed and happy learning.
Children who have just entered school are young, inattentive and prone to fatigue. The "new curriculum standard" puts forward that students should cultivate their attitudes and feelings towards Chinese characters and their learning, have the desire to read actively, and initially feel the physical beauty of Chinese characters. Therefore, various ways and means should be adopted in teaching to stimulate students' interest and let them learn while playing. In this way, while fully mobilizing students' unintentional attention, it also promotes the development of their intentional attention. Teachers should create situations to solve difficulties and promote students' flexible and creative development. Let me introduce some interesting literacy methods:
1. Crossword puzzle
In the first grade literacy teaching, I found that? Make up a crossword puzzle? It can help children master some new words that are difficult to teach. After guidance, children often make up crossword puzzles to communicate in class, and the classroom atmosphere is very active, such as: friends: two moons make friends. Lin: Two trees stand side by side. Hugh: Leaning against the wood alone. Rest: your heart. A small tree with a straw hat on its head. Think: ten mouths, one heart, guess and use your head. Lei: When raindrops fall on the fields, children can not only make up new words appearing in books, but also extend this literacy method to extracurricular activities and tell them to their parents. This not only stimulates children's interest in literacy, but also consolidates new words. It has achieved unexpected results.
2. Word combination game
The teacher writes the word-formation components of one word or several words on the card in disorder, and gives each group a copy, so that they can form as many words as possible through group cooperation, and then the group sends representatives to the stage to show the effect of cooperation, so that all students can read and judge the champion group. This reflects the teaching idea of guaranteeing the bottom and not capping. Students can not only write the words that appear in textbooks, but some students can also write many words that they know after class.
Grab the card
The teacher put many cards in the blackboard slot and named them 2? Three people stand in front of the blackboard, find out the words of the relevant cards according to the pronunciation read by the teacher, group the words or say a word after reading, and whoever grabs more will get a small red flag.
4. Make up stories and memorize glyphs skillfully
In teaching, according to the age of students and the characteristics of word formation, students' association is fully exerted to reveal the word formation principle of Chinese characters and the relationship between sound, form and meaning. Interpret and activate abstract Chinese characters into pictures or short stories through intuitive means, vivid language and vivid stories. Such as: learning? Stay? When the teacher tells a story, he writes strokes. A man with a big mouth is as motionless as wood. It turned out that he was in a daze. ?
Change the word magic
I combine Chinese with Baihua Garden No.1 Middle School? Isn't it interesting to read like this? Organized? Word change magic? Games. Choose some simple words and ask the students to add one or two strokes to become new words. Like what? Day? Children have changed: electricity, A, you, Shen, Tian, Bai, Bai, Mu, Dan, etc. Wood? , changed to: Ben, Wo, Shu, Wei, Mi, etc. Every child takes an active part in the class? Magic? Learn through games and consolidate through communication.
Third, read extracurricular books.
Freshmen enter school for five years? In about 7 weeks, I can master Chinese Pinyin and read some simple children's songs and stories with syllables. At this time, while teaching new words, teachers guide students to read some extracurricular books that they are interested in, which not only stimulates students' interest in reading, but also effectively consolidates Chinese Pinyin. More importantly, the new words that students begin to learn are generally common words, which appear frequently in books (for example? Sun, moon, water, fire, beauty and death? Wait a minute. It is a transfer of knowledge and an interesting re-learning for students to review the words they have learned in the new language environment. What did they get? Review the past and learn the new? Effect.
Fourth, read and consolidate fonts in life.
Chinese is the mother tongue, and students can come into contact with many Chinese characters in their living environment: TV, the names of classmates and relatives, shop signs, advertisements and packaging of household items, etc. It can be said that Chinese characters are everywhere. Therefore, the textbook arranges three texts in Literacy II to guide students to observe at ordinary times and read at any time and place. For example, when handing out exercise books, let students take turns to hand them out so as to know the names of their classmates; Let mom and dad take it to the streets on Sunday? Looking for Chinese characters? , the harvest must be not small; There are many Chinese characters on the packaging of household goods.
Like what? Red dragonfly? Leather shoes? Danone? Cookies? Bright? Milk? Skillful hand? Washing powder How excited students are when they can read words correctly in their own living environment! Therefore, students enjoy it. At this time, guide them to collect the collected trademarks and advertisements and bind them into a book, which will become a vivid and illustrated book? Literacy reader? . We have a dozen trials every week. Literacy king? Exhibition of works, mutual examination after class, really? Do you like it? !
In literacy teaching, students can feel the happiness and change brought by learning and creation through various ways and methods. Want me to learn? For what? I want to learn? . It not only establishes students' dominant position, cultivates their autonomous learning ability, satisfies their desire for success, but also helps them to keep learning. New discovery? Stimulate their innovative ability.
How to teach first-year students to read? First, create situational literacy.
If the teacher shows the new words blindly and asks the students to read after Pinyin, this teaching method is too boring for the first-year students. In order to make students interested in literacy, teachers can create certain situations in new class teaching, so that students can enter this situation and learn to read unconsciously.
For example, when teaching at home, I created such a situation:? Look, children, is Xiaofang's house beautiful? However, Xiao Fang encountered a problem. Dad asked Xiao Fang to stick the words in his hand on the corresponding furniture or electrical appliances. Xiao Fang didn't know the words on it. Can you help her? The students are very enthusiastic and can tell how they remember these words. Literacy has become a pleasure.
Second, use old and new knowledge to link literacy.
We know that knowledge is closely related. Therefore, when teaching new words, students can discover the connection between old and new knowledge through observation, which not only develops students' observation ability, but also enables students to learn new knowledge independently. For example, in the teaching of "Oral Otolaryngology", I asked the students: How do you remember it? Day? Some students say this word? Mouth? Some people say, add a sum? White? Except for a sum of money. I said:? It's nice to remember words by adding one and subtracting one. ?
Another example is teaching? Ben. When I read this word, I asked the students how to remember it. Some students say yes? Wood? Add a horizontal, some people say yes? Wo? The apostrophe of the word is changed to horizontal. Some people say yes? Surgery? The dot becomes horizontal. I said:? You can not only add one plus one, but also change one. You are really smart children. ? While accepting the teacher's praise, students will understand that what they have learned before can be reused and initially feel the connection between old and new knowledge.
Third, combined with reading text literacy
There are 20 texts in the first volume of Senior One, and each text is arranged to read 9 ~ 13. In view of the problem of excessive literacy, I pay attention to stimulating students' interest in literacy in all aspects of teaching. First of all, before each new lesson begins, I will let students preview the text and know the new words in the new words column of each lesson independently. In teaching, after students finish reading the text for the first time, I always ask students:? Look at the new word baby on the new word bar. Do you know them? Say hello to them. ? Ask the students if there are any new words they don't know, and let them read them with the help of pinyin.
In this way, every student can find new words in the text according to his own situation and become the master of learning. Secondly, when learning new words, I will let students be small teachers and teach them to read new words. Doing so can stimulate students' enthusiasm for autonomous learning and active learning, and students can actively participate. If students are required to read it three times with the little teacher, if the little teacher reads it wrong, other students can point out or replace him as a little teacher.
Third, teach students to understand the meaning of words in a specific context. For example, when teaching the little painter in the snow, one of them was? Painting? Words. I ask students to contact the context, understand? Chicken painting bamboo leaves? what's up Painting? With a painting? Painting? What's the difference between the meaning of. Let the students read and understand again and again, okay? Chicken painting bamboo leaves? what's up Painting? You mean draw this action, a picture? Painting? Reference picture. I asked the students to talk about who drew what. Painting? What other words can Chinese characters form in this teaching, and secondly? Can you read in a language environment? Let the students understand that sometimes the same word has different meanings in different language environments. Another example is a sentence in the lesson "Sunshine": The river is shining with sunshine, and the river is like a long brocade. ? When I realized this, I asked the students to open the book on page 17 and read the children's song "Guess? Two small trees, ten branches, no leaves and no flowers? . Through comparative reading, students realize the same? Dragon? Words have different pronunciations and meanings in different language environments.
In short, teachers should design teaching links suitable for students according to their age characteristics, and use various teaching means and methods to make students learn happily in class. At the same time, guide students to discover Chinese in life and realize that Chinese is everywhere, so that students' learning is not limited to the classroom.