In the teaching of literacy and writing, I adopt different teaching methods according to the psychological characteristics of junior students, give full play to students' autonomy, and mobilize children's eyes, ears, mouth, brain and hands to participate in learning, which achieves twice the result with half the effort.
First, the combination of "seeing" and "writing" pays attention to the observation process.
Observation is an important way for students to know the world and increase their knowledge, and it is also the most important energy source of wisdom. Practice has proved that students' observation ability has a direct impact on learning. Therefore, in the teaching of literacy and writing, I first guide students to learn to observe.
1, observe Tian Zige's demonstrative words.
Tian Zige's characters are role models for students to learn and imitate. Every time students write words, I always ask the children to open their books and guide them to carefully observe Tian Zige's model essays, count the strokes of numbers, know the structure, radicals and positions of each part of the words, and try to remember them.
2. Learn to compare and observe and distinguish the nuances of similar people.
This is the key for students to master Chinese characters. Students' typos mainly lie in the similarity of words. To reduce such mistakes, we must cultivate their keen observation. For example, the strokes of "Wei" and "Mei" are the same, and the difference is only the length of the two horizontal lines. If we don't guide students to observe carefully and draw a conclusion, only our teacher will definitely make them uninterested and impressed. So when teaching these two words, I ask students to observe the difference between them first. After careful observation, the students found that "Wei" is long and short, and "Wei" is short and long. Some students have their own unique memory methods: the horizontal length under the word "Wei" is longer than the horizontal length, which means that our future is getting better every day; The word "final" is shorter than the last horizontal line, which means that the weekend is getting closer and closer to us. Because the conclusion reached after careful observation is very impressive, students will not make mistakes in writing these two words in the future.
3. Observe the teacher's model essay carefully.
The teacher's model essay is the most intuitive guidance. In order to achieve the best guiding effect, every time before teaching new words, I will observe the structure of words against the model essays in the book, determine the specific position of each stroke, and practice it repeatedly in Tian Zi Gerry. When teaching new words, I hung the small blackboard high, asking students to pay attention to the position of each stroke, see each stroke clearly, and try to empty the book as much as possible. This not only guides the writing of Chinese characters, but also consolidates students' literacy scores. ?
Second, the combination of "brain thinking" and "handwriting" attaches importance to the thinking process.
As the old saying goes, "It is better to teach people to fish than to teach them to fish". The forms of Chinese characters are ever-changing, and there are also differences between words. Chinese characters are different from pinyin characters, and have the characteristics of expressing meaning by form. This ideographic nature embodies the law that Chinese characters "shape by meaning and freehand brushwork by form", which makes every Chinese character contain rich ideological and cultural information. Teaching practice shows that only by guiding children to discover the rules of word formation of Chinese characters, grasping the relationship between sound, form and meaning of Chinese characters, and teaching students the methods and rules of literacy can students have analytical ability and independent literacy ability.
1, discover and summarize the laws of literacy
Things always have certain rules, so does literacy. As far as memory methods are concerned, there are "plus one", "minus one" and "changing one". All these can be organically infiltrated with teaching practice to guide students to discover, summarize and apply. For example, when I was teaching Sun Moon Ming, on the basis of reading the text many times, I showed the new words to the students and asked them, "What did you find?" The students argued that "the sun and the moon shine together" and "fish+sheep = fresh" ... Looking at the students' high enthusiasm for learning, I took the opportunity to praise them and told them that this is a common literacy method, and I can use this method of adding one to read in the future. Another example is that when students learn the words "Chen, Ye and Hook", they find that "if you remove the sun in the morning, it will become Chen" and "if you slowly remove the soil, it will become a hook", so that students can easily learn the literacy method of subtracting the two, and can flexibly apply it to literacy learning.
2. Combine pictures, shapes and sounds to summarize the laws of literacy.
Ideographic characters are evolved from images. In teaching, you can draw pictograms with stick figures first, and then transition to glyphs. For example, the new words in the course of mouth, eyes and ears are pictographs. In teaching, I guide students to observe figures and pictures and find their similar characteristics through comparison. In the observation, I give full play to the advantages of children's image memory, so that each character symbol is vivid in front of students and memorized in my mind in the form of pictures. From this, I learned the method of memorizing pictograms, and I will use pictograms to learn such words in the future.
For the teaching of pictophonetic characters, students should distinguish the meaning of words as a breakthrough on the basis of the comparison of glyphs. For example, when teaching the words "eyes, feelings, clarity, please, clarity", I inspire students to compare what they can find. Through observation and comparison, students find that the right side of these words is the same, but the radicals are different. After students realize the characteristics of phonetic notation and ideographic expression, they can quickly remember these words and gradually infer their meanings according to their shapes. When teaching literacy, I teach students these literacy methods, and so on, and students' literacy will naturally improve. I also encourage students to use these methods boldly in their studies. Students' literacy ability is gradually improved in practice, and their interest is getting stronger and stronger, thus feeling the joy of creation.
There are many Chinese characters with the same radicals, such as "lift, hit, pull and pat" and "jump, run, kick and cross". In teaching, I first show these two groups of words on the blackboard so that students can observe their characteristics. It is easy for students to find that "lifting, hitting, pulling and patting" means "holding hands" and "holding hands". Then, I asked them to work together at the same table, one reading and the other doing the corresponding actions. In the game, students understand that these movements need to be moved by hands and feet respectively, and the words expressing these movements are expressed by "hands" and "feet" respectively. Finally, I ask students to think about the words "hand" and "foot" and then exchange opinions. In this process, students not only know the new words in this class, but also know some extra-curricular new words, which broadens their literacy.
This will guide students to find the similarities and differences of Chinese characters in contact and comparison, and constantly find their own literacy methods. When dribs and drabs of discoveries accumulate, they will form a relatively strong literacy ability.
Third, the combination of "speaking" and "writing" pays attention to the expression process.
Expression is a weak link for junior students, because expression has to go through several processes. First of all, expression should be based on observation. Without the observed appearance, expression cannot be carried out. Secondly, expression should be based on thinking. Without mental handling and arrangement, it is impossible to express it comprehensively and methodically. Finally, language is a clear form of expression. With the basis of observation and thinking, it depends on whether you can speak. Therefore, bad expression is not necessarily bad mastery, but good expression must be good mastery. In the teaching of literacy and writing, we often ignore the function of expression, which is one of the main reasons for the failure of literacy teaching. So how to cultivate students' expressive ability in teaching?
1, representing the font.
Talking about glyphs is to guide students to talk about how they remember this word. I teach students a variety of memory methods, such as changing, disassembling, counting strokes and connecting with life experience. Whenever I teach new words, I inspire students to use their brains to find the best way to remember them and express them in a certain order. If I teach the word "broadcast", I will ask the students, "Do you have any good ways to remember the word" broadcast "?" Some students said: "I remember this word with radicals." We have learned the word' Fan' before, and it becomes a new word' broadcast' when it is added to the handle. " Another student said, "I memorized this word apart." On the left is the hand, on the right is the word rice, and below is Tian Zi, where rice refers to seeds. In spring, we scatter seeds in the ground by hand, which is called sowing. " After saying this, the students remembered it more firmly, and no one wrote "Cai" on the upper right. Another example is learning the word "specialization". As soon as I showed the word, the students spoke enthusiastically: "The word' specialized' has few strokes, so you can use several strokes to record it: one horizontal, two horizontal, three vertical and four point four strokes." "The word' special' is like a flash of lightning, which flashes by!" The students' speeches are so wonderful and smooth, which is inseparable from our daily training.
2. How to write?
After guiding the students to master the characteristics and laws of Chinese characters and carefully observing the teacher's model essay, the students began to talk about the writing method of Chinese characters, that is, the position of the word in Tian Zige, where each stroke looks better, and what to pay attention to when writing. For example, when teaching the word "Li", I asked the students, "How to write the word" Li "more beautifully?" A student stood up and said, "The word' Li' is a word with an upper and lower structure, with the upper part written as' Mu' and the lower part written as' Zi'." As soon as his voice fell, another student stood up and added, "The vertical position of' wood' should be shorter, leaving a horizontal center line to write horizontally." I secretly marveled at the students' careful observation. At this time, another student couldn't wait to stand up and say, "That kind of handwriting should also be elongated, like two small hands on the horizontal center line." The horizontal line of' Zi' should be written longer. " . Before I had time to praise them, there was warm applause in the classroom. It seems that their answers have been recognized by the students. I strike while the iron is hot and let the students practice writing the word "Li". In this class, I also taught eight words in this way, and the students drew a satisfactory full stop for this class with beautiful and generous writing.
3. Learning evaluation?
Evaluation is an important part of learning, but it is also difficult. If students want to make a correct evaluation, they should listen carefully and watch carefully. Only when both are available, the evaluation is appropriate. Therefore, after students practice writing new words, I often guide students to carefully observe their deskmate's writing, compare their own writing and make an objective and fair evaluation. In the process of evaluation, students learn from each other's strong points to improve their writing level and literacy ability.
In short, the teaching of literacy and writing, like any other teaching process, should be a comprehensive process of "seeing, listening, speaking, writing and thinking". Only these aspects are interrelated, restricted, infiltrated and integrated with each other can we achieve the best results. As the saying goes, "the wise have different opinions, and the benevolent has different opinions." This is just my experience in teaching literacy and writing. Please criticize and correct the shortcomings.