First, create a situation to learn Chinese characters in the game.
The first-grade children who have just entered school have unstable attention and strong persistence, and are often dominated by interests and emotions. Teachers understand their psychological characteristics and know that children love to move, play and play games. She skillfully created many interesting situations in the classroom, so that children can unconsciously know things, read words and learn Chinese characters in situations and games.
Second, the combination of learning and moving, clever language training in literacy.
In this literacy class, the teacher skillfully creates situations, allowing students to practice speaking while playing, while training their thinking and developing their language. For example:
Third, self-exploration, discovering the laws of Chinese characters in perception, and cultivating literacy.
The Chinese Curriculum Standard points out that "students should like learning Chinese characters and have the desire to read actively" and "gradually cultivate the ability of independent literacy". Therefore, teachers must have a brand-new view of students, believe that students are living beings with great potential, let students observe with their own eyes, feel with their own hearts, and learn in their own way. In teaching, the teacher didn't do much, but let students learn Chinese characters independently, explore Chinese characters independently, find some laws of Chinese characters in independent perception, and cultivate literacy ability.
1. Literacy teaching embodies hierarchy and reproduces new words in various ways.
One of the characteristics of first-year students' literacy is that they can recognize quickly and forget quickly. Therefore, literacy teaching should be based on the characteristics of children's literacy, using a variety of ways to repeatedly remember new words. In this class, according to the different characteristics of new words, I adopted a variety of literacy methods, from looking at pictures to reading pinyin, to reading pinyin, and then to removing pinyin. I can read in the game, and the memory of new words is hierarchical and gradient. Through this kind of repeated training, students' recognition of new words has been consolidated.
2. Pay attention to guiding discovery and infiltrate the guidance of learning methods.
Literacy teaching is not only to teach children the words specified in textbooks, but also to let students read independently, so I pay attention to guiding students to discover and master literacy methods in teaching. For example, draw a picture of a spider web, then write the word "web", and then guide the students to observe and say, "What do you find?" . Another example is to guide students to find ways to read with the help of phonological features after understanding new words such as dragonflies, butterflies, earthworms, tadpoles and spiders. In the whole process of literacy, I actively guide students to explore and discover themselves and cultivate their literacy ability.
3. Transfer learning achievements and develop students' language.
On the basis of completing the basic tasks of literacy and reading, I guide students to practice their languages. Through oral practice, students are encouraged to use text sentence patterns to say sentences, so that students can experience the fun of learning and using languages, enhance their sense of accomplishment and arouse their enthusiasm for learning Chinese.
Conduct speech training.
Language and writing training is the main task of primary school Chinese. In class, I not only let students know things by looking at pictures, but also let students practice speaking by using words in the text. Combined with the specific language environment, students have something to say, and everyone has something to say. At the same time, they deepened their understanding of words while speaking.
Visual teaching method
With the help of multimedia vivid pictures, bright colors and other superior functions to assist teaching, students can understand words by looking at pictures, learn to speak with words in textbooks, and read and summarize the rules of words. The students were deeply attracted by the vivid pictures, which stimulated their interest in learning and experienced the fun of learning Chinese characters, and their attention was very concentrated from beginning to end.
At the beginning of teaching, I used the psychological characteristics of students' love to play to create a teaching situation: children, today the teacher took everyone to a beautiful and fun place. Do you want to go? Immediately aroused the students' desire to participate. Then I showed the text illustrations on the blackboard and played the soundtrack recording, which made the students shine at the moment. With vast fields, faint green Woods and colorful flowers, students suddenly entered the beautiful nature and many places.
Colorful insect world. This link has greatly improved students' interest in learning, and students' desire to participate is higher. In the teaching of new words, I consciously teach students the ways and means to learn new words. If I show the word "Tian" and ask: Do you know? How did you meet? So as to arouse students' literacy experience.
In the teaching of word strings, students are guided to take a walk in nature through creation, take a look at this situation and show a scene map, so that students can experience the fun of nature from pictures and show the corresponding words in their independent learning. The teacher guides the students to understand the words through pictures, and then connects the words in a string. I read various forms of guidance flexibly according to the characteristics of word strings and give methods.
Reflections on literacy teaching;
The main task of teaching in lower grades is reading and writing, and reading the text well, smoothly and thoroughly. The atmosphere of this class is relaxed and active, and "fun" and "music" run through the whole learning activity. Let students master knowledge in autonomous learning and inquiry, and let students know about insects with lively courseware. Let students feel the language by asking questions and asking difficult questions, cooperative learning and reading different forms of children's songs. This kind of teaching conforms to the new curriculum concept. After a class, there are some good places and problems worth discussing.
First, the teaching highlights:
1, step by step, and reproduce new words in various ways.
A major feature of first-year students' literacy is that they can recognize quickly and forget quickly. Therefore, literacy teaching should be based on the characteristics of children's literacy, using a variety of ways to repeatedly remember new words. In this class, according to the different characteristics of new words, I adopted a variety of literacy methods, from looking at pictures to reading pinyin, removing pinyin literacy, disrupting the literacy order, and then reading in games. The memory of new words is hierarchical and gradient. Through this kind of repeated training, students' recognition of new words has been consolidated.
2. Guide discovery and cultivate students' literacy ability.
The ultimate goal of literacy teaching is to enable students to read independently. In teaching, I pay attention to guiding students to discover and master literacy methods. For example, let students know the new words such as dragonfly, butterfly, mantis, ant and cricket, and guide them to find ways to read with the help of sound and morphological characteristics. Mobilize students' senses to feel and cultivate students' literacy ability. At the same time, through various forms of literacy methods, boring literacy classes are avoided, and students are willing to remember them and remember them firmly.
3. Pay attention to the form of reading aloud, so that students can read out their interests.
In class, I pay attention to let students read in various forms, such as reading words in chorus, reading together with men and women, reading by train, reading in competitions, etc. When reading children's songs, let the students choose their favorite animal activities to read, join the action performance to read, and the students cooperate to read. By changing the way of reading, the more students read, the more energetic they are.
4. Pay attention to extracurricular expansion and develop students' language.
After students are familiar with children's songs, use the phrase "Who is doing what there" to guide them to practice their oral English and further stimulate students' innovative ability. In this link, I pay attention to arouse students' initiative, talk about my understanding of these insects, let the whole class participate in teaching activities, expand the content of teaching materials, and cultivate students' language expression ability and innovation ability.
Second, the shortcomings:
1. In the process of guiding students' writing, the evaluation of students' writing is not scientific and appropriate, and it feels a bit sloppy and not fully in place.
2. The teacher's language affinity is not enough, and the class speed is a bit fast. Sometimes students can't hear my request clearly.
Chapter two: Reflection on the teaching of literacy class.
Reflections on literacy teaching
It is pointed out in the new curriculum standard that literacy teaching is the focus of lower grade teaching, but it is not an interesting thing for a second-grade child who is only six or seven years old to face a huge literacy task every day. Therefore, as experimenters of new textbooks, we should try our best to create a relaxed learning atmosphere and try our best to put forward some tricks to stimulate children's interest in learning. I also made some attempts in teaching.
First, learn to read in play and keep children's enthusiasm for reading.
Literacy in lower grades is characterized by more recognition and less writing. We should make full use of various intuitive teaching methods, create colorful teaching situations, and use games to let students read while playing, so that students can be excited in the whole literacy process, which will get twice the result with half the effort. So how to make children have the desire to read and take the initiative to read? In the process of constantly changing methods, I tried the methods of group literacy and grade reward. In class, after students find new words and phrases, let them help each other to learn by themselves, reward the first three groups, and give special rewards to students who have made progress. As soon as this method was released, it immediately received unexpected results. In order not to procrastinate, children can take the initiative to read words at home before learning the text and be teachers to other students in the same group in class. Moreover, the atmosphere in the class is active. In order to compete for the top three, the children have a strong atmosphere of mutual assistance, and teachers do not need to find ways to control it. So I praised those children who usually lack initiative in literacy, but now they can be primary teachers. I gave them a sincere compliment, an exaggerated hug, a strong handshake and an appreciative smile, which made them extremely excited and envied the children they saw. At this time, the teacher is sincere and the students are excited. This sincerity makes the relationship between teachers and students so harmonious, students are no longer constrained, and students' enthusiasm can be continued in this incentive.
Second, achieve literacy and improve children's reading ability.
In our teaching, children often have short-term memories of new words. Children remember words well and quickly, but forget them after a while. So ... how to make children remember the words they know?
In fact, when we teach Chinese characters in China, we should stand on the platform of culture and integrate culture into Chinese characters, so that children can feel the beauty contained in Chinese characters in China. Therefore, in teaching, I often tell children about the evolution and origin of Chinese characters, as well as short stories related to Chinese characters, so that these Chinese characters are no longer boring in children's eyes, but gradually lively and become pictures and stories. Moreover, in my teaching, I also encourage students to understand words in a specific language environment, so as to read with the text and apply what they have learned. I also encourage children to read extracurricular books extensively and use reading to consolidate words.
Chapter 3: Reflection on Literacy Teaching II
Happy literacy
Reflections on literacy teaching II
The first-year students who have just finished learning Pinyin are faced with a lot of abstract literacy teaching, which determines that literacy teaching is the focus and difficulty of Chinese teaching in the lower grades of primary schools. In order to make students actively read in a pleasant and relaxed atmosphere, I take various effective ways to consciously stimulate their interest in literacy and cultivate their literacy ability according to their age characteristics. In the teaching of Literacy 2, I mainly start from three aspects.
1. Use games to stimulate students' interest in learning abstract words.
Interest is the motivation to motivate children to engage in learning. Games are a favorite form of children. They like imitation, repetition and expression. In my teaching, I make full use of games to stimulate students' interest in learning abstract words and symbols, and continue to teach in children's favorite forms, such as finding and drawing the sun, alarm clock and bird, and doing some actions such as dressing, brushing teeth and eating breakfast. And introduce these daily games and actions into the classroom, making the classroom a paradise for students to learn. Students feel the fun of preschool games in class, and they will be interested in literacy.
2. Let the students make word cards and read them at school.
In order to enable students to read quickly, I ask students to make new word cards in advance, with new words written on the front and pinyin written on the back. Students are happy to make new word cards. The next day, students learn Chinese characters first, and then let two people at the same table help each other read with word cards; Sometimes students will be asked to play the game of "long queue" to review and consolidate new words.
3. Teach students to use their eyes, ears, brain and hands at the same time, and remember fonts.
Listening to lectures is an important way of learning, and it is also a difficult learning skill to master. At the same time let students
Actively capture knowledge with eyes, ears, brain and hands. Eyes, pay attention to the words and strokes written by the teacher on the blackboard. Ear, be good at finding the key points pointed out by the teacher. For example, the teacher said that the third vertical hook of the word "bird" was written by one stroke, not several strokes; "Tooth", ***4 strokes, two vertical folds, don't write two strokes, etc. Brain, remember the pronunciation, meaning and shape of words. Hands, carefully follow the teacher's notebook, so as to recognize strokes and remember the word order.
Chapter four: Reflection on Chinese literacy teaching in primary schools.
Reflections on Chinese Literacy Teaching in Senior One.
Literacy is the basis of writing and reading, and it is also the basis of learning ability. The thinking characteristics of junior high school students are mainly figurative thinking. When freshmen open their textbooks, they will be classified as literate in a large number of abstract ways, which determines that literacy teaching is the focus and difficulty of Chinese teaching in junior middle schools and primary schools. How can students read happily and easily? Next, I will talk about some of my practices in literacy teaching this semester:
1. Use games to stimulate students' interest in learning.
Interest is the motivation to motivate children to engage in learning. Games are a favorite form of children. They like imitation, repetition and expression. In teaching, I make full use of games to stimulate students' interest in learning abstract characters and symbols, and constantly adopt the forms that children like to teach, such as crossword puzzles, finding friends, spinning windmills, and delivering letters by postmen? These children's preschool games are introduced into the classroom, making the classroom a paradise for students to learn. Students feel the fun of preschool games in class, and they will be interested in literacy.
2. Let the students make word cards and read them at school.
In order to enable students to read quickly, I ask students to make new word cards in advance, with new words written on the front and pinyin written on the back. Students are happy to make new word cards. The next day, students learn Chinese characters first, and then let two people at the same table help each other read with word cards; Sometimes students will be asked to play the game of "long queue" to review and consolidate new words. In addition, I also asked students to collect word cards and make a "literacy package". Take out the word card every week and know the words on it. The children review and consolidate all the students' words while experiencing success. In this way, the "literacy package" will gradually become heavier, the children's literacy will gradually increase, and their knowledge will be richer.
3. Match words with "pictures" to cultivate students' imagination.
Einstein said: "Imagination is more important than knowledge, because knowledge is limited, and imagination summarizes everything in the world, promotes progress and is the source of knowledge progress." In literacy teaching, according to the characteristics of students' thinking, I guide students' imagination, help them visualize abstract symbols and cultivate students' literacy ability.
4. Teach students to use eyes, ears and brain to memorize glyphs at the same time.
Listening to lectures is an important way of learning, and it is also a difficult learning skill to master. Let students capture knowledge with their eyes, ears and brain. Eyes, pay attention to the words and strokes written by the teacher on the blackboard. Ear, be good at finding the key points pointed out by the teacher. For example, the teacher said that the word "snow" was preceded by the word "rain" and the third word of the word "rain" was a cross hook. Don't write it as a horizontal fold or a horizontal fold hook; "Tooth", ***4 strokes, two vertical folds, don't write two strokes, etc. Brain, remember the pronunciation, meaning and shape of words. Simple words, such as "painting" and "leaf", can use the existing knowledge to analyze their own glyphs; "Ji, Yong, Bi" can be compared with the familiar words "Er, Tong, Mao" to deepen memory.
5. Group cooperative learning.
Most children who have just entered school will not cooperate with others. Now they are generally only children, and some children don't even want to associate with others. But through my training for a semester, the students have initially formed the habit of cooperation. In literacy teaching, I usually let students try to read the text first. Those who don't understand are not only identified by pinyin, but also asked to consult other students or teachers in the group. In this link, team members can complement each other, but what they can teach cannot be taught, thus helping each other and improving together. After learning a text, let the students in the group listen to each other and read the text, identify the new words, and tell them: if your classmate reads well, please praise him; If your classmate needs help, please help him. This will not only make children with more literacy more confident, but also help students with temporary difficulties in time.
6. Learn to read.
Every week, an educational story is carefully prepared and told to students in reading class, telling students that "teachers know each other through reading", which greatly mobilizes students' reading enthusiasm. There will be a competition in two or three weeks to choose the "story king". In this way, students not only remember stories, but also learn many words.
7. Extracurricular literacy.
In-class literacy is the main way of literacy teaching, but it is not the only way. Literacy outside the classroom is often richer and more important. We should actively guide students to read after class, which is also an important embodiment of curriculum reform. For example, there are "entrances and exits, toilets, checkout counters, product introductions" in shops, and billboards in the streets? These are all living teaching materials that can be fully utilized.
The new curriculum standard points out that "Chinese is a very practical course", as long as we teachers change our teaching concept, strive to create an open, flexible and energetic new classroom teaching model, fully stimulate students' initiative and enterprising spirit, actively advocate independent, cooperative and inquiry learning methods, and let students "master and use Chinese in a lot of Chinese practice", get out of textbooks and classrooms, move towards life and learn in life. If we truly embody the new curriculum standard concept of "making the world of teaching materials become students' teaching materials", our children can truly become masters of literacy and learning. "Walking on two legs after class" is a two-pronged approach, so that students can learn to read in running water, and their knowledge treasure house will be fruitful.
Of course, this class also has many shortcomings. For example, there is too little time to write in teaching, so students can be arranged to write one more word to ensure the consolidation of new words.
Chapter five: Reflection on literacy teaching.
Reflections on literacy teaching in lower grades of primary schools
Literacy is the basis of writing and reading, and it is also the basis of learning ability. Literacy teaching and pinyin teaching are the key and difficult points of Chinese teaching in the lower grades of primary schools. Literacy itself is boring, and people's emotions are always passive for boring things. If children blindly read passively, it will not only be inefficient, but also hinder the development of thinking to some extent. In the past, the methods I used were basically repeated writing, so that students were not interested in learning and the effect was not very good. Therefore, how to create a good atmosphere of literacy teaching in various ways in the initial stage, fully stimulate children's interest in literacy, and constantly stimulate students to experience the fun of literacy, how to make use of the advantages of teaching materials in literacy teaching, and how to tap children's greatest potential as much as possible, so that literacy becomes relaxed and happy.
1. Use games to stimulate students' interest in learning abstract words.
Interest is the motivation to motivate children to engage in learning. Games are a favorite form of children. They like imitation, repetition and expression. Make full use of games in teaching to stimulate students' interest in learning abstract characters and symbols, and constantly adopt the forms that children love to teach, such as guessing puzzles and finding friends. These children's preschool games are introduced into the classroom, making the classroom a paradise for students to learn. Students feel the fun of preschool games in class, and they will be interested in literacy.
2. Match words with "pictures" to cultivate students' imagination.
In literacy teaching, according to the characteristics of students' thinking, I guide students' imagination, help them visualize abstract symbols and cultivate students' literacy ability.
3. Learn to read more and write less in combination with Chinese Pinyin.
While mastering Chinese Pinyin, we can know new words by reading words, phrases, sentences and children's songs in each class. This part of the new words only requires understanding, reading correctly, knowing the general meaning of the words, and does not require writing.
Know the simple side, don't try to be perfect.
4. Classified literacy
The classified literacy part mainly reflects the laws of Chinese characters and children's learning Chinese characters, so it adopts various forms, such as pictographic characters and cognitive characters.
5, literacy with text
Because the amount of text literacy accounts for the largest part of the amount of literacy, literacy is still an important task for students when learning texts. Therefore, in text teaching, we can't ignore the focus of literacy teaching, and let students know Chinese characters and understand their meanings in a specific language environment, and help them remember Chinese characters in various ways. From the beginning of literacy class, I learned some radicals while knowing Chinese characters, mastered the basic strokes of Chinese characters, and began to learn to write according to the rules of stroke order.
6. From the combination of form, sound and meaning.
Font teaching is the key to literacy teaching, and it is also the difficulty for students to read. To evaluate literacy, we must grasp the key of recognizing fonts. The main way to test students should be dictation. Ask the students to dictate the new words they have learned and pay attention to the number of strokes of each word. In this way, students can learn Chinese characters while learning the text, so that students are full of interest, not bored at all, and the literacy efficiency will be greatly improved.