Literacy and writing are the focus of teaching in the lower grades of primary schools. We must create a relaxed and harmonious classroom atmosphere to stimulate students' interest in learning and thirst for knowledge. We take "how to effectively guide the first-year students to read and write" as the research topic, aiming to explore, practice, analyze and sort out the causes of problems and study countermeasures, so that group cooperative learning can really cultivate students' cooperative consciousness and ability. In the past semester, the teachers of the senior one group worked together to make the group cooperation flourish. The following is a brief report:
After learning Pinyin, it is really not easy for a first-grade child to recognize nearly 700 words. This semester, I summed up some literacy teaching methods through my own personal practice, which can not only stimulate students' interest in literacy, but also improve students' literacy ability and receive good teaching results.
First, according to the characteristics of children's thinking, abstract symbols are visualized, so that Chinese characters are "visualized".
Literacy itself is boring, and it is difficult to stimulate students' interest in learning this kind of thing. If students are allowed to read passively, it will not only be inefficient, but also hinder the development of thinking to some extent. Therefore, as a teacher, we must create a good atmosphere for literacy teaching in various ways at the initial stage, make Chinese characters more "vivid", fully stimulate children's interest in literacy, and constantly stimulate students to experience the fun of literacy. Only in this way can students be happy to read and take the initiative to read. Specific methods are:
Action memory
This method is especially suitable for words expressing actions. For example, the shape of the word "strip" is more complicated. If the students do a jumping action and then show the word, they will remember it by reading and adding the actions the students did before. The same method can also be applied to many words expressing actions, such as lying down, pushing and blinking.
Picture memory method
For example, to teach the word "net", I do this: let students recall the net they have seen, and then draw a picture. In a short time, the students drew a fishing net, * * *, and some even drew a little boy sitting in front of the computer surfing the Internet. Unconsciously, the students have printed the word "net" in their minds.
Font associative memory method
Although our Chinese characters are ideographs, they are evolved from hieroglyphics. Therefore, we can give full play to students' imagination and help them remember glyphs in teaching. For example, the word "curtain" makes students imagine that the hole cover above is like a window, and the towel below is like a curtain hanging on the window, so the word is the curtain of the curtain.
Second, in the form of games, stimulate students' interest in learning abstract Chinese characters and make Chinese characters "interesting".
Games are a popular form of children, who like to imitate and express. In teaching, teachers should use games to stimulate students' interest in learning abstract words and symbols, and continue to teach in the form that children like, which can achieve twice the result with half the effort. Specific methods are:
One plus one.
That is, two or more familiar words are added together to form a new word. In order to improve students' interest in learning, when teaching such words, adjacent students represent a familiar word respectively, and then memorize it by addition. For example, teach the word "good" and let the neighboring students represent "female" and "child" respectively, and say "I am a woman", "I am a child" and "Hello everyone!" This new knowledge comes from old knowledge.
Students have not only mastered new words, but also mastered learning methods, and their interest in learning is also great.
Negative one.
Is to subtract a single character from a combined character to become a new word. When teaching this kind of words, two adjacent students represent a familiar word respectively, and then memorize it by subtraction. For example, in teaching, let two adjacent students represent "bag" and "clothes" respectively, and read "I am a bag, kangaroo's bag", "I am clothes, clothes of clothes", and "kangaroo's clothes are restored to represent generations". Students are not only interested in this method, but also learn it quickly and remember it well.
Change it.
Radical is an important part of Chinese characters. By mastering radical, students can basically know the meaning of the word in a certain sense. How to use this advantage to help students read in teaching? Students can do this:
Ask two students to represent two similar roles, and change their positions while talking to help them remember. If you teach the word "please", change the word "please" into "eyes" and become "eyes".
Brainstorming memory method
This method is not only liked by students, but also works well. Instructing students to compose a literacy phrase often can promote students' thinking and develop their thinking. Especially the discrimination of some similar figures, can play a very good role.
For example, once in a while, once in a while, Xiaotian's home door is closed. Ask, ask, knock and don't open the door.
Cattle and sheep eat grass, and the grass is green; Eat and drink enough, the river is clear.
Sue: Bite off the cow's tail, and the calf will sue its mother.
Third, teachers consciously guide students to read in life, so that Chinese characters are "closer" to children's lives.
Use TV, advertisements, signboards and trademarks closely related to primary school students' lives as media to guide children to read.
For example, after learning the word "point", guide students to think: where have you seen it? The student suddenly remembered: this is the "point" of "delicious point"
There are many such examples. For example, "Yang" is the "Yang" of "department store", and "Zhang" with open wings is a "prosperous" Zhang. ……
There are many such examples, which are simply too numerous to mention. This kind of study not only improves students' literacy, but also develops students' observation ability, so that they can understand that "Chinese is everywhere" and learn to learn Chinese in life.
Fourth, make your own "literacy textbooks" to guide students to extend the textbooks outside the classroom and make children's learning more "independent".
Literacy teaching needs textbooks, which are the basis of learning Chinese. However, it is far from enough to rely on only a few textbooks for literacy, because what textbooks can hold is really limited. As for the polysemy of new words, it is more difficult to reflect it many times in limited teaching materials. Therefore, teachers must guide students to extend the study of textbooks to extracurricular activities and combine students' learning of new words with real life. Let students collect billboards, commodity packages, various newspapers and magazines that they come into contact with in their lives, cut and paste them, draw pictures and paste them, and they become illustrated "literacy textbooks". In this process, students use their hands and brains to experience the creative pleasure of collecting, sorting and arranging.
Primary school is a key stage for students to learn Chinese characters. From this study, we realize that to do a good job in literacy teaching, we must first unify teachers' thoughts, train teachers, let them understand and accept the new concept of this model, and make clear the research direction.
Secondly, relying on school-based teaching and research, taking teaching and research group as the position to carry out lesson study, create a new classroom teaching structure and improve teaching strategies. We should conduct case studies at least twice a year. Have 3-4 research classes in each class. Accumulate experience through expert guidance, peer assistance and self-reflection, analyze the problems existing in the research, and adjust the research content and methods.
In this process, instead of summing up, accumulating and upgrading, we hold reform exchange meetings every semester. With the deepening of research, our understanding of literacy teaching has reached an unprecedented height. It laid a solid foundation for the final result. After a year of experimental research, we have achieved the following research results:
(A) created a teaching model to promote preview and autonomous literacy.
We have established a "preview-based autonomous literacy teaching model" based on the constructivism learning theory and the theory of the zone of proximal development, with three-dimensional literacy learning as the teaching goal, four-stage classroom teaching structure as the operating procedure, a complete learning system and Chinese teaching concept as the realization conditions, and a multi-scientific and orderly subjective evaluation system as the teaching evaluation, which has solved the problems encountered in traditional literacy teaching.
(B) to promote the professional development of teachers
The research of literacy teaching mode is based on school-based teaching and research. Through a year's research, the first-year teaching and research group has been rated as excellent teaching and research group for many times;
(3) It has been recognized and supported by parents.
In the evaluation feedback form, parents' satisfaction with this model is very high, almost all of which are in favor and praise. Every time the school organizes parent training and parent listening activities, there are few absences. They are full of praise for children's literacy learning, especially for students' literacy ability, interest and habits.
(d) Improve students' interest in literacy and cultivate their literacy skills.
Students are also very welcome to the new literacy teaching, and even some children are reluctant to transfer because they like this class. Because of paying attention to the cultivation of students' independent literacy, their literacy not only meets the requirements of textbooks, but also greatly exceeds the expectations of teachers and parents, laying a good foundation for reading in advance.
Our research on literacy teaching mode is not over yet. With the deepening of reform and the change of teaching materials, there are still many new problems to be solved, but we believe that relying on school-based teaching and research will definitely make literacy teaching research to a new level.
(5) Students love writing.
Influenced by the characteristics of school calligraphy, all the first-year students fell in love with writing. Deng, Li Jiayu and other 10 students achieved excellent results in the composition competition held by the school. Most students write neatly and are praised by their parents.
In a word, literacy teaching has a great relationship with human development. Literacy teaching is full of fun. As long as we think more, think more and come up with more good methods and ideas, students' learning will become more vivid and interesting, and we will grow together with students' growth.
No pains, no gains. There are joys and sorrows in teaching. Based on the principle of "diligence, thoughtfulness and pragmatism", we will, as always, make persistent efforts to make the work more detailed and pragmatic in the future work of the teaching and research group, be good at finding problems in daily teaching, and strive to make use of the collective strength to correct them, so as to promote the improvement of work efficiency in all aspects and do the work better.