Suhomlinski said: "Only when literacy becomes a vivid and exciting life situation for children, which is full of vivid images, sounds and melodies, can the process of combining reading and writing become easier." On the basis of students' understanding of Chinese characters, teachers should strengthen students' understanding. The following is the method of independent literacy in primary school Chinese, which I compiled for you, hoping to help you. Welcome to read the reference study!

1 method of autonomous Chinese literacy in primary schools

Chinese teaching is the teaching of Chinese characters, which is the mother tongue teaching in China. Literacy and writing are the basis of Chinese learning, and literacy teaching plays a vital role in Chinese learning. Here I bring you the research on the independent literacy method of primary school Chinese for your reference.

first, the whole primary school stage attaches importance to literacy teaching ideologically.

In normal teaching, we will attach great importance to literacy teaching in the first and second grades. Indeed, the first and second grades are the key period of literacy learning. Effective learning of students' literacy teaching will lay a solid foundation for the whole Chinese learning stage and provide a strong guarantee for the later Chinese learning.

But in the third and fourth grades, we can't relax students' literacy teaching, because each student's learning level is different. In a class, we have to teach literacy. At this stage, we can divide literacy teaching into two aspects. On the one hand, we have to teach the same as the first and second grades. On the other hand, we can test directly on the basis of students' self-study.

The third and fourth grades are the transition period of students' Chinese learning, and literacy teaching can't be ignored. In specific teaching, we can expand from words to words, and deepen students' understanding, understanding and mastery of words through their understanding, understanding and mastery. In Chinese teaching in the fifth and sixth grades, there should also be a literacy teaching part in a class.

Like the third and fourth grades, we can turn it into testing. Leave a few minutes in each class to directly test students' literacy, and stimulate students' autonomous learning through testing, so that students can develop the habit of autonomous learning and gradually master the methods of autonomous learning.

second, pay attention to the innovation of literacy methods in literacy teaching.

Looking back on my primary school literacy learning is indoctrination. The teacher stands alone on the podium and explains the structure, characteristics, pronunciation, meaning and word combination of new words to the students. Then we can strengthen our memory through repeated reading and writing. We sat motionless below and looked at the teacher quietly.

When I was in primary school, my memory was blank for a while. Maybe at that time, I was obsessed with everything, mechanically repeating my daily life, which caused a blank memory! In this teaching method, students passively accept learning, have no own ideas, lack enthusiasm and interest in literacy learning, have no participation, and have no own observation and discovery. The result of such learning is often that they can remember quickly and forget quickly, and they can't accurately distinguish between glyphs, and they don't understand the meaning and rationale of words, which leads to the phenomenon of confusing homophones and similar words in use, and the amount of literacy is small, which also causes obstacles to reading.

In the same classroom, students' interest in learning and classroom emotions will directly affect teachers' teaching emotions, thus causing the classroom efficiency to plummet. Therefore, we should attach importance to the innovation of literacy methods in the classroom, arouse students' interest and enthusiasm in literacy, and let students actively participate in literacy learning activities, thus improving the efficiency of teachers' literacy teaching.

Third, the innovation of literacy methods

Here, we will focus on the "innovation" of literacy methods in grade one and grade two. How to innovate, in layman's terms, is to change and carry out literacy teaching reform. I think the "innovation" of literacy teaching should first turn boring literacy learning into happy learning, change the original learning atmosphere and create a relaxed and pleasant learning atmosphere.

In this relaxed atmosphere, students' interest in learning Chinese characters is stimulated, and the methods of learning Chinese characters are given to students, so as to guide students to learn Chinese characters consciously and master the learning rules of Chinese characters, that is, to create an independent, cooperative and exploratory classroom teaching situation, which is fun and entertaining. So, how to innovate in teaching? I think we can start from the following aspects.

(1) Intuitive literacy

According to the physical and mental development characteristics of Grade 12 and Grade 12, using the current multimedia teaching, the boring text teaching is combined with beautiful pictures to stimulate students' interest in literacy and make them study happily. The first grade is the beginning for students to learn Chinese. I think we can present the evolution history of Chinese characters to students through multimedia at the beginning of teaching, so that students can understand the magical evolution and long history of Chinese characters and improve their interest in literacy.

(2) Teaching students literacy methods

"It is better to teach people to fish than to teach people to fish" We should teach students literacy methods. For example, the learning methods of pictophonetic characters (left-handed and right-handed, left-handed and right-handed, etc.), radical literacy (hand-held and body-related words, etc.), comparative literacy (debating, distinguishing and braiding, etc.), homophones, polyphonic words, etc.

Or let the students talk about how to learn a Chinese character, and let the students participate in it. The students' answers are varied and compound their real life. Teachers only play a guiding role. Through teaching activities, students can understand what methods can be used to learn a Chinese character, which will lay the foundation for students to learn independently in the future.

(3) Strengthening literacy learning

On the basis of students' understanding of Chinese characters, teachers should strengthen students' understanding. Suhomlinski said: "Only when literacy becomes a vivid and exciting life situation for children, the process of combining reading and writing can become easier."

Teachers can make full use of the blackboard newspaper and walls in the classroom and decorate it as a literacy area, so that literacy learning is not just 4 minutes in class. By arranging homework, such as asking parents to cooperate with students to collect the facade of street shops and collecting local TV stations, literacy is not limited to textbooks. Let students experience the interest and importance of learning Chinese characters in this series of various activities, so as to stimulate students' desire to learn Chinese characters actively.

2 methods of autonomous Chinese literacy in primary schools

1. Extended extracurricular literacy activities

The New Chinese Curriculum Standard points out: "In the first period of study, you will know 1,6-1,8 commonly used Chinese characters." The first learning period (grades 1-2) requires "knowing 16-18 commonly used Chinese characters", which is the highest literacy in lower grades since the founding of the People's Republic of China. This amount of literacy accounts for about half of the total literacy in primary schools, which is large and fast, but it has not increased with the arrangement of class hours.

how to meet this new challenge? The author believes that in addition to normal classroom teaching, teaching can also be extended to extracurricular activities, so that children can know more words in a vast space and time, which is a magic weapon to solve the contradiction between literacy and class hours.

If we want to extend autonomous literacy activities to extracurricular activities in a lively and healthy way, it is indispensable for teachers to launch, organize, guide and motivate them. In this regard, the author has made the following attempts:

① Encourage the lower-level students to read more of their favorite extracurricular books with phonetic notation (or phonetic notation of new words) in their spare time.

② Encourage students to borrow and exchange their extracurricular reading materials among classmates.

③ Encourage students to set up literacy cards and bags. Write down the name of the reading or article on the literacy card first, then write down the new words learned from the reading, and note the pinyin.

④ Some short, interesting and healthy stories, jokes, children's songs, jingles, tongue twisters and poems that children like to understand are often selected on the class blackboard newspaper, and the words that have not been taught or are easy to reproduce are marked with Pinyin, so that students can choose their own lessons after class.

⑤ mobilize students to gather, read and comment on Spring Festival couplets.

⑥ launch a literacy competition, with honorary titles such as "literacy king" (or literacy queen), "literacy marshal" and "literacy general".

The challenge competition is an effective incentive mechanism, which can make students enjoy the happiness of obtaining fruitful learning results, guide students' interest in and stimulate students' enthusiasm for literacy.

Second, master the rules of Chinese character structure and literacy

"In the process of memory, representation plays an important role and is the main content of memory." Without representation, there is no memory. Applying this feature of representation to classroom teaching can make students better master knowledge and develop intelligence. Psychological research has proved that the characteristics of primary school students' thinking and memory are mechanical memorization, usually through the analysis of glyphs or the overall memory of Chinese characters.

Although you can remember quickly, it is difficult to form an effective connection between Chinese characters and cannot form an organic knowledge structure, so it is easy to forget.

Mr. An Zijie, a Hong Kong writer, believes that any Chinese character, whether simple or complex in shape, is a picture. The basic character of Chinese characters itself is an interesting stick figure, which makes our children "in the process of memory". Effective use of "representation" has created a unique "position" and "main content" of memorization.

if "mountain" is the deformation of "","wood" is a ""with trunk, lateral branches, main roots and lateral roots, and the lateral branches are straightened. "Day" and "Moon" are the deformation of "and" "respectively. Both the sun and the moon can bring light to the earth, so the sun+the moon is equal to the "brightness" of light.

A knife is a stick figure of a knife, so how to express the sharp cut of the knife? The ancients drew a sketch of a knife, and then pointed at the mouth of the knife and said that it was the sharpest part of the knife-the blade. For example, there are many strokes in the nest of the Bird's Nest, which is difficult for students to remember and write. You can draw a tree with colored pens first, then draw a bird's nest on the treetop, and then draw three flying birds on the bird's nest, and the representation of the word nest will be vividly left in students' minds.

Finally, mobilize the students to make up a sentence "Build a bird's nest on the wood, and three birds will return to their nests". Such boring Chinese characters have become beautiful mountains and rivers and children's favorite flowers and plants and small animals and toys.

among the commonly used Chinese characters, pictophonetic characters account for more than 8%. Although the pronunciation of many pictophonetic characters has changed greatly with the passage of years, they have lost their original functions, but most of them still retain their functions.

Using the rules of Chinese character formation, we can not only teach a character to carry a string of characters, but also solve the problem of confusing new words with similar pronunciations or similar glyphs. We can also solve the inefficient cramming teaching mode of memorizing one word at a time, so that isolated Chinese characters can have internal relations and form a well-organized and networked.

Third, read happily through games

The Educational Psychology of Primary School Children, edited by Li Wei, emphasizes the creation of a good language learning environment when it comes to strategies to promote the development of primary school children's speech. "We can carry out certain competitions and entertain and entertain." You can make full use of pictures, things, etc. Therefore, in literacy teaching, we should make full use of games to improve students' interest in learning.

(1) crossword puzzles

For example, give a class of children a crossword puzzle: teachers put their feet together and open their hands to form a cross; Hands open, feet open, it becomes "big". There is a book on the head of the big-shaped human body, which is the word "Tian". Take off the book and put a ball or a white pen on your shoulder to form the word "dog" ...

Using the split crossword puzzle, you can not only get the effect that one word drives the review to consolidate several words, but also students can gradually grasp the ideographic function of Chinese characters in the guessing process, reducing the occurrence of typos, which is very helpful to cultivate students' ability of meaning memorization. For example, horses can travel thousands of miles, water can raise fish and shrimp, and some people are not you and me, but soil can grow crops.

By guessing such a riddle, we can review and consolidate the sound, shape and meaning of the words "Ye", "Chi", "Chi", "He" and "Di".

(2) Other literacy games

In literacy teaching, Chinese teachers in primary schools have created many interesting games. Such as driving a locomotive, finding friends for basic words, flowering new words, catching dragons, picking apples, setting off firecrackers, typesetting, moving bricks, bullfighting and so on.

Through a year's experiment of happy autonomous literacy teaching, we have achieved initial results. The number of literacy in or out of textbooks is obviously higher than that in the control class, and students' reading ability and reading interest also show obvious differences. We feel that the biggest gain is not that students know more words, but that students have become interested in Chinese, changing "hard study" into "happy study" and "want me to learn" into "I want to learn".

3 methods of autonomous Chinese literacy in primary schools

1. Create a good learning atmosphere for students by creating a variety of situations in micro-class literacy teaching.

guide students to read in colorful games, stimulate students' learning enthusiasm, and let students have their own unique learning experience in the learning process, so as to improve students' humanistic quality.

As a teacher, students are often encouraged to use their brains, observe crossword puzzles, use their imagination, cooperate with classmates or create crossword puzzles by themselves, so that everyone can guess. In the micro-lesson, guide everyone to guess the crossword puzzle, such as the word "sue": bite off the cow's tail. The word "pen": the bamboo on the top and the hair on the bottom are the best for writing and drawing. The word "all": a person is so bold that he dares to step on the prince.

Students will laugh happily when they see that their classmates can guess or can't guess their own crossword puzzles, because everyone feels the pleasure of literacy. Guide students to read characters in fun, master flexible and diverse literacy methods in fun, be close to the hearts of primary school students, and stimulate students' interest in learning, thus forming a good habit of independent literacy.

2. Introduce "micro-lesson" teaching in primary school Chinese.

Chinese characters learned by primary school students are mainly compound characters, which are mainly composed of radicals and single characters. These combined characters have complex glyphs, numerous strokes and difficult meanings. In order to improve students' literacy ability on the basis of improving their interest in learning, micro-class teaching can not only help teachers teach students literacy, but also help teachers teach students literacy methods.

The classified query of periodical articles lies in the periodical library. In order to let students master the structure of characters, pictophonetic characters can be arranged in the teaching content when making micro-lessons.

For example, when teaching the word "Qing", other pictophonetic characters can be derived from the basic word "Qing". Teachers can make these words into pictures and arouse students' interest in learning by showing them.

The first picture shows the basic word "Qing", and the second picture still shows the word "Qing" first. Then, let the students combine the pictures of sunny weather on the screen to guide them to think. What radical is added to the "Qing" on a sunny day? Teachers can click the word "Qing" with the mouse after the students answer, and a Japanese word will fly over and form the word "Qing" with the word "Qing".

Teach the words "Qing, Please, Affection and Eyes" in the same way. In order to better reflect the characteristics of pictophonetic characters, the radicals are set in a very eye-catching color when making courseware. Finally, the big screen.