First, create an atmosphere to stimulate interest in reading and writing
Tolstoy pointed out: "What successful teaching needs is not coercion, but stimulating interest." Mr. Ye Shengtao also said: "Interest is the best teacher." If students are interested in what they have learned, they will have a strong desire for knowledge and actively study and think, so that teachers can achieve twice the result with half the effort. The same is true of literacy and writing teaching.
Freshmen who have just entered the school are fresh and curious about everything in the school, and they have a strong desire to know and understand. So I linked the students' desire with literacy. I posted the class schedule, the students' seating schedule, the schedule of work and rest in the bulletin board, and read it aloud to the students in turn to help them get familiar with their study life in a short time.
At the same time, I also make full use of the layout around the classroom, such as school motto, praise column, study garden and the propaganda slogan "mind your language, please write standard words" posted on the classroom door as "teaching materials" to guide students to read. This not only makes students know Chinese characters, but also makes students adapt to school life. What is more gratifying is that in such an atmosphere, students' interest in literacy is greatly aroused and their enthusiasm for learning is ignited.
Second, tell calligraphers' stories to stimulate interest in literacy and writing
Mr. Lu Xun said: "Chinese calligraphy art is a pearl treasure of the East. It is not a poem but has the charm of poetry. It is not a painting but has the aesthetic feeling of painting. It has the rhythm of dancing instead of dancing. It is not a song but has the melody of singing." Indeed, when a classmate is praised by the teacher for his good handwriting in practice, other students will cast envious eyes. I had a brainwave. Why not take this opportunity to use calligraphers' stories to stimulate students' interest in literacy and writing?
Next, I chose the right time to tell my classmates stories about calligraphers such as Wang Xizhi Eating Ink Steamed Bread, Huai Su Practicing Chinese Characters, Accepting Criticism, Practicing Chinese Characters with Anger, and Taking Leaves as Paper. The students were all absorbed and listened with relish. On this basis, I also showed students some exquisite works by calligraphers. Such as Mao Zedong, Yan Zhenqing, Liu Gongquan's copybooks, and at the same time, it is organically combined with the "Writing" compiled by the Provincial Academy of Education. For a time, the students in the class seemed to be fascinated by calligraphy, and they began to write on the copybook in succession, and their handwriting gradually became correct and standardized.
Third, contact the word formation method of Chinese characters to stimulate the interest in literacy and writing
Chinese characters are a tight and rich whole, and they are ancient characters with an ideographic system. The study of Chinese characters shows that Chinese characters are a "brain-restoring character" with the integration of sound, form and meaning.
For example, the eight new words (day, month, water, fire, mountain, stone, field and earth) that are required to be written in the first volume of the first grade of Hunan Education Edition are all pictograms. In the teaching process, I first show the image of the four Chinese characters "day, month, water and fire" to guide students to guess the corresponding Chinese characters and write them on the blackboard with the words "day, month, water and fire". In this way, through observation and comparison, students can not only understand the origin of Chinese characters, but also help them better master new words, improve the quality of literacy and stimulate their interest in literacy.
From the point of view of word formation, Chinese characters include pictographic characters, signifier characters, knowing characters, pictophonetic characters, loanwords and Zhuan characters. Eighty percent of the Chinese characters are pictophonetic characters. Chinese characters are closely related and regular, just like a close family.
For example, the first-grade book 3 of Hunan Education Press requires that the new words that can be written are pictophonetic words, such as "cell, satiety, hug, run and cannon". Because there are basic words "Bao" in the glyphs, I use courseware and apply the rules of pictophonetic word formation: "Phonophonetic help to read the pronunciation, while pictophonetic help to think about the meaning", that is, "pictophonetic". Because everyone already knows the word "Bao", as long as you add different shapes, you will bring out a string of Chinese characters. When teaching the second group of words "copy, stir-fry, noisy, second, wonderful", I asked the students to explain on the stage, and their interest was high and they were eager to try. This not only cultivates students' literacy ability, but also improves the efficiency of learning Chinese characters.
Fourth, organize various activities to stimulate the interest in literacy and writing
Modern psychology shows that when people are in a good mental state, their attention, observation, imagination and thinking ability will be obviously improved. In teaching, I often use a variety of literacy methods that students are interested in, such as "crossing the river by bridge", "picking fruit", "crossword puzzles", "little calligrapher's appraisal" and "regular homework exhibition". These practices of consolidating literacy and writing with game activities make students feel that learning a Chinese character is as relaxed and happy as watching a picture, guessing a riddle and playing a game, and they do not feel the burden and pressure of learning at all.
Take crossword puzzles as an example. Students are interested in crossword puzzles. When learning the word "wood", I first said a crossword puzzle: "Add a stroke to the word' big'". As soon as the words were finished, the students raised their small hands uniformly and guessed the words "Tai", "Tian", "Dog", "Fu" and "Mu" one after another. Therefore, when teaching new words, I often encourage students to write riddles for others to guess. At this time, the students are really eight immortals crossing the sea-showing their magical powers and reading independently in a pleasant classroom atmosphere. Such as: bite off the cow's tail (tell), big mouth and small mouth (Lu, Hui), three people watching the sun together (spring), half a month or fifteen days (fat), one bite at a time (dull, apricot, sleepy).
5. Connecting with the educational function to stimulate the interest in literacy and writing
Guo Moruo once said: "To cultivate primary school students to write well, not everyone may become a calligrapher, but it is always necessary to write the words in line with the norms, which is good for forming habits, and can make people's hearts concentrate easily and get things done hastily, which is easy to spoil the broth." It can be seen that it is the responsibility of every teacher, especially the junior Chinese teacher, to cultivate students' good writing habits from childhood.
I remember that when I first started school, I always asked students to master the correct writing methods and postures, and write in a standardized and correct way. Nevertheless, it is not uncommon to write carelessly and add or subtract strokes casually. In order to change this bad habit of students, I deliberately played the song "China Wa" in a writing class: "The favorite word to write is still that square word, and being upright and upright is like it." Then he told a joke: a student named Zhu Yuepo wrote his name as Zhu Belly. Tian Zige was shown by projection. In Tian Zige, the words "day, month and eternity" were written one by one, and the students were told that the words should not be written too big or too small, too biased or too oblique, and the strokes should be reduced. Otherwise, the written words would stagger, and they would be short of arms and legs, and they would have to be operated on. It caused the students to laugh (the students who made mistakes were embarrassed to laugh). Then, the correct writing methods of some basic stroke names of Chinese characters are shown. Finally, students are required to write new words correctly and normatively and make a reasonable evaluation. Nowadays, correcting students' homework has become a beautiful enjoyment.
Grasping the educational function of Chinese characters, students know more words, which not only creates conditions for their reading in and out of class, but also activates students' brain potential, opens up students' wisdom, develops students' thinking and personality, carries out aesthetic education and permeates humanistic education. Isn't this what teachers expect?
In short, there are many ways to teach literacy and writing, but I think that as long as we give full play to students' initiative, stimulate their interest in literacy and writing, and induce them to read independently and independently, we can arouse their enthusiasm for learning and lay a solid foundation for the development of their comprehensive quality.