Reading and writing teaching is the basis of reading and writing teaching. Strong independent literacy, good reading and writing habits and aesthetic awareness of writing are not only conducive to students learning Chinese well, but also an extremely valuable asset for lifelong learning. After teaching in the lower grades of primary schools in recent years, I have a certain understanding of the new curriculum literacy and writing teaching. Please note the following points:
First, a variety of ways to cultivate independent literacy
1. Teachers can choose intuitive teaching methods and turn abstraction into concrete literacy. For example, when learning In the Garden, the teacher can bring cucumbers, peppers, tomatoes and other vegetables into the classroom and paste the names of the vegetables below. In this way, they can see each vegetable intuitively, remember the name of each vegetable, and also achieve the purpose of memorizing new words.
2. Create interesting teaching situations and integrate literacy into game activities. In literacy teaching, it can effectively improve literacy efficiency by creating scenes through stick figures, movements and language, and connecting Chinese characters with things vividly. For example, when teaching the word "cry", students are more likely to miss writing. The teacher can draw a little sister crying, and then ask the students to draw a simple picture of her crying. The teacher pointed out that the two mouths on the "cry" represent eyes, and one is crying. In this way, when students write the word "cry", they will think of this drop of tears and will not miss it. Another example is to teach the words "run", "jump" and "push" so that students can make these actions accordingly.
3. Broaden literacy resources and ways, and strive to achieve "integration of knowledge and practice". When I was studying in the supermarket, I asked students to collect all kinds of packaging bags and stick them on the display board, so that they could recognize the words on the packaging bags. The students quickly recognized the words on it because they had seen these bags before.
4, through reading, reading newspapers, watching TV, reading trademarks, signs and other ways to carry out self-literacy, classroom literacy and life use.
5. Encourage students to use the new words they have learned frequently in reading and writing, so as to improve literacy efficiency.
6. Make full use of teaching materials to create a pleasant literacy atmosphere. The selection of new textbooks is very childlike and creates good conditions for teaching. For example, "Bi Wei" and "Bi Yi Bi" all appear in the form of children's songs that students like, with easy-to-understand content and catchy reading.
Second, make your own learning tools and combine literacy methods.
Students' literacy is improving, and their analytical ability is also improving accordingly. Therefore, teachers can inspire them to know new words by changing radicals. In order to accomplish this task, students actively collect information around them. Radicals are made into radical cards, and components are made into component cards, which are expressed by collage. In this way, in the process of literacy, it not only cultivates students' independent inquiry spirit, but also cultivates their good habit of actively collecting information and making learning tools.
Third, use game methods to stimulate students' reading and writing ability.
1. Phonetics: Each Chinese character has one or several pronunciations. Literacy teaching begins with accurate pronunciation. There are many similar, similar and homophones in Chinese characters. If you are not careful, you will easily make mistakes, and some will make jokes. Therefore, to learn a Chinese character, we must first read it correctly. In teaching, I often play the game of "picking fruits". I draw a fruit tree, cut it into the shape of fruit with colored paper, and stick new words on the back. Students come to the stage to choose, but be sure to look at the new words at the back. If they read it correctly, the whole class can read it again and take the fruit away. Another game is "I say you lift", which is to distribute new word cards to students. The teacher reads the pronunciation, and the students quickly find the words in the cards and hold them high, then read them again. The game stimulates students' interest, which can not only make students remember pronunciation, but also take care of all students.
2. In terms of glyphs, it is necessary to teach students to comprehensively analyze glyphs, turn the process of literacy into a process of thinking activities, and bring literacy teaching into the track of intellectual training. The method of teaching students to remember glyphs in glyph teaching is to analyze glyphs and understand memory. Students can be organized to play the game of finding friends, and the new words can be taken apart to make cards. Everyone can freely combine some of them to see who can stand with whom to form new words as friends, so as to see who can find more friends. Such games not only exercise students' listening ability, but also cultivate students' thinking ability and give full play to their initiative.
3. Word meaning: The ultimate goal of learning word meaning is to correctly understand the meaning of Chinese characters, and teachers must strengthen various trainings. In teaching, you can also use the game of "finding friends" to send the new word cards you have learned to students to see who can form word friends and stand together. For example, the teacher sends a new card to the students, and the students hold the word "Fang" and say, "I am Fang, who will be my friend?" Another classmate with Xue immediately came out to join Fang and said, "I am Xue, and Fang is' after school'." The whole class reads "after school"
In addition, you can also find friends with similar homophones, so that students can gain knowledge in their interests.
Fourth, the self-study method enables students to improve their literacy.
1, language consolidation in developing countries. After learning some Chinese characters, teachers can provide related topics, or create problem situations, or show vivid pictures to guide students to make oral communication, and then write down what they say (use pinyin instead of words that can't be written). In this way, through the training of speaking and writing, students can consolidate their literacy and develop their own language.
2. Consolidate in all kinds of teaching. The new words learned by students will naturally appear frequently in Chinese teaching, and will be recognized by students themselves when they appear. In the teaching of other subjects, students can use the words they have learned to strengthen and consolidate by reading the lyrics of music or adding a sentence or two to their own paintings.
3. Consolidate in extracurricular reading. After learning Pinyin, students are most happy to read books and newspapers by themselves after knowing some Chinese characters. Therefore, the author encourages them to carry out extracurricular reading and let students carry out "I can read" demonstration reading activities. This not only consolidates the familiar words and pinyin of students, but also enables them to learn new words.
Fifth, standardize writing habits and strengthen writing training.
Create a good classroom atmosphere to stimulate students' interest in writing; Standardize students' writing posture and cultivate good writing habits; Introduce calligraphy course to cultivate students' writing ability. For example, organize students to visit calligraphy exhibitions, hold small calligraphers' forums, display students' works on campus, and have students' inscriptions in the school newspaper. In short, teachers should use all available resources to build a stage of confidence and success for students and make writing more poetic.
Improving students' reading and writing ability is a long-term task. Teachers can improve students' reading and writing ability as long as they actively cultivate students' autonomous learning ability in the practice of two-way interaction.