How to cultivate the interest in writing among first-grade primary school students
Confucius said: "Those who know well are not as good as those who are good at it, and those who are good at it are not as good as those who enjoy it." If you want students to write well, they must Cultivate their interest in writing. First grade students have just come into contact with writing. According to their physical and mental characteristics, I use the following methods to cultivate their interest in writing.
1. Talking about the past and the present inspires confidence
When we start teaching writing, we first introduce to them the origin of Chinese characters and the evolution of Chinese characters. Special emphasis is placed on the long history of Chinese characters, independent development and huge contributions, which can be said to be unparalleled in the world. These contents are fresh and interesting for first-grade children. It can be seen from the wide-open eyes that the little children's hearts have sprouted a sense of national pride. Then, I told them interesting anecdotes about calligraphers from past dynasties. Wang Xizhi wrote "The pool is full of ink", Huai Su wrote all the banana leaves... The students were fascinated by it, and they also had the desire to become a calligrapher in their hearts.
2. Children's Songs and Drawing Postures
When teaching writing postures and sitting postures, in view of the characteristics of students who like children's songs, I specially collected and sorted out relevant writing children's songs and used them in teaching. For example: "Children's Rhymes on Holding a Pen" is detailed and easy to understand: "Pinch the thumb and index finger together, about an inch away from the tip of the pen. Hold it tightly with the middle finger, under the pad of the little finger of the ring finger, and the penholder leaning against the tiger's mouth." Students quickly master the posture of holding a pen. In order to prevent the students’ fingers from being too tired during calligraphy practice, I taught the students "Finger Exercise Song" during the break, allowing them to talk and act amidst the melodious music of Shi Zheng, using both their mouths and hands. The atmosphere is relaxed and pleasant. The content of "Finger Exercise Song" is as follows: (1) I have a pair of small hands with ten fingers. I do finger exercises before writing to make my hands dexterous in moving joints. (2) Open your five fingers and face each other, press inward with force from left and right, unite and cooperate to help each other, and everyone will praise you for your good writing. (3) The fingers are vying to add words, little master, don’t worry, we will unite to supervise and ensure that we are united as a family. (4) Pick up the pen, sit upright, punch one foot and one inch, keep your head upright, your body straight, your feet steady, and strive to get full marks for every word. Sometimes, I also teach students to sing "Chinese Calligraphy Song". In the clear singing, the students easily understand the truth that calligraphy is the "soul of the nation".
Sometimes, students cannot maintain correct writing posture when doing homework. I quietly drew the posture and the hunched posture it might have in the future on the blackboard in the form of a cartoon, and asked with a smile: "Is this posture correct? Who wants to look like this in the future? What's wrong with it?" ? “In the laughter, the students understood the necessity of maintaining correct posture and reminded the classmates who made mistakes.
3. Intuitive guidance to resolve doubts
In view of the characteristics of primary school students who are rich in image thinking, when teaching strokes, I contacted the actual life, gave a name according to the characteristics of the strokes, and let the students call them It feels friendly, familiar, and easy to remember. For example: horizontally like a shoulder pole and vertically like a needle, horizontally like a sword, like a knife, hook like a goose head dotted with melon seeds... When teaching how to write strokes, I borrowed the teaching method of calligraphy. For example, if you teach me to draw " " on the blackboard, students can see the process of using the pen without any explanation. If we didn't use this method, I think it would not have such a good effect. When teaching the key strokes of certain characters, I focus on using a teaching method that combines calligraphy and painting to help students understand. For example, when teaching ",,", it is difficult for students to understand the response relationship between the gaze points. When I was teaching, I showed a picture of two birds. In the picture, the two birds looked at each other with affectionate eyes. I gave a brief explanation and the students took it to heart. When teaching "bird" in "bird", I showed a picture of a small bird to inspire students to imagine the plump and strong body of "bird". Then when writing, the fold should be longer. Students are trying to understand single-body characters. There are often difficulties when matching the stroke positions with the radicals in combined characters. For example, when teaching "人, Cong", I first asked the students to observe and discuss the difference in the way of writing "捺" when "人" is written alone and when it is used as a part of "Cong". After discussion, the teacher concluded: "捺" and "捺" in "人" It should be symmetrical and have feet. The first 捺 in "from" must be the 捍point, so that it can be closely connected with the second "人". This is just like a person getting along with others, he must be humble in order to be united with others. When I say this, students not only understand deeply but also receive education.
4. Assignment competition promotes results
Because the finger joints of primary school students are not mature, they are prone to fatigue when writing and cannot hold a pen for a long time. Therefore, I carefully design writing exercises every time, summarize the characteristics of Chinese characters and the writing methods of key strokes, conduct intensive training, try to be "less but more precise", and never engage in "fatigue battles", otherwise, it will only reduce students' interest in writing. , produces aversion, and the result is counterproductive.
The student with the most red circles in the weekly evaluation will be selected as a "writing pacesetter", his name will be on the honor list, and he will be given a little red flower. During the writing class, the "writing pacesetter" was invited to the podium table to demonstrate the movements for everyone. How enviable! Sometimes, I organize students into groups to discuss the pros and cons of certain words in their homework and propose ways to improve them. They compete to express their opinions and want to be qualified "evaluators". I often hold various forms of calligraphy competitions, excellent homework competitions, etc. to stimulate students' competitive spirit. Because I used the above motivation methods, the whole class had a strong competitive atmosphere.
5. Care and encourage students with poor writing skills
In writing teaching, I also pay special attention to improving the interest of students with poor writing skills. First of all, I allow the poor students to exist from the bottom of my heart, believing and expecting that they will write well. Secondly, I worked hard to find the reasons for poor writing and "prescribe the right medicine". When talking about writing, I attach great importance to the role of model writing. Under normal circumstances, I always hold their little hands and explain the essentials of writing while writing, so that they can feel the importance of writing. In addition, we must "encourage more, praise more, and criticize less" for poor students. When correcting homework, I tried hard to find the words or strokes they wrote well, and drew "red circles" to praise them. Finally, I pay attention to correctly treating the repeated phenomenon of poor students getting better and worse during the progress. When poor students have good times and bad times, teachers should not take it lightly, but should take pains to help them, enthusiastically help them, promptly solve even the slightest difficulties that poor students encounter when learning to write, and promptly praise even small progress. Let them feel the teacher's love and attention and build up the confidence to write well. In this way, the handwriting written by poor students gradually changes from ugly to beautiful.
Writing education in primary schools starts with first grade training, and the key is to cultivate their interest in writing and develop good writing habits. My initial approach above is an attempt based on this understanding.