How to Improve Pupils' Chinese Literacy

Chinese teaching should not only attach importance to classroom teaching, but also to extracurricular reading activities, so that students can use and consolidate what they have learned in colorful reading activities, acquire new knowledge and stimulate their interest in Chinese, thus promoting the overall improvement of students' Chinese literacy. In order to achieve this goal, what strategies can be adopted in Chinese reading teaching activities? After years of teaching practice, I think we can start from the following aspects: 1 Interest navigation, moving "emotion" with "interest", promoting "interest" with "emotion", makes reading become "enjoyment", and reading is a kind of enjoyment. Relying on emotion, let the learning process enter the track of harmonious unity of cognition and emotion. In teaching, students' desire for knowledge is fully mobilized and stimulated by various means, so that students have a strong interest in learning and a positive emotional experience. Under the guidance of teachers' interesting teaching art, we should learn lively and actively, learn from interest and gain interest from knowledge, so as to achieve the harmony between teaching and learning and the unity of emotion and knowledge. It can be seen that taking "interest" as the navigation of teachers' teaching design concept avoids paying attention to language training but not spiritual cultivation in teaching; Only pay attention to mechanical analysis, not to "cruel" learning process and other Chinese teaching, to protect students' desire for knowledge and the spirituality of perception, Chinese literacy will be improved. For students, "interest" is reflected in the process of reading and learning: I find the reading content interesting and want to read it aloud; The teacher is interesting and wants to listen; The reading process is interesting and I want to try; Reading results are interesting and willing to recite; Reading experience is fun and enjoyable. Interest navigation, moving "emotion" with "interest" and promoting "interest" with "emotion" are effective ways to improve students' Chinese literacy. 1, touch the language and feel the pleasure of reading. To make children feel the pleasure of reading, the most important thing is to let them fully read the text, get close to the language, touch the language, feel the image and experience the emotion. Let children read freely, teachers should be willing to spend time and don't get involved in children's free reading too early. Let the children read fully in class, the teacher can give some guidance appropriately, but under the premise of not interfering with the children's own reading, they can praise: "Look, this classmate is so absorbed in reading!" ; Can guide: "pay attention to where you are most moved by the words, why?" ; You can nudge: "Some parts of the article are very interesting. Look for them. " ; You can ask: "After reading it, you can read it again and again where you feel important and moved." ..... regard the teacher's guidance as a series of carefully designed delicacies. Serve the food slowly with your child's reading, for reference only, without asking the child to answer, so that the child will not think that you are interfering with his reading, and let the child really "sink" into the text, read calmly, be fascinated by reading, and enjoy the fun of free reading. For example, "Applause" in the third grade of Jiangsu Education Edition tells us that Eiko is a disabled child in the class. She lives in inferiority and loneliness. Because of the applause of her classmates, she has undergone great changes, and she has become fond of joking. Life is full of sunshine, telling us that everyone needs applause in life and everyone should contribute applause. This is how I deal with it: when explaining the topic, I simply exchange what kind of applause I have received in my life, and how I feel after getting applause, so as to stimulate students' interest in learning. Then let the students read by themselves, find out the words that impress them deeply, and put themselves in each other's shoes in connection with life. Students read quietly, draw carefully and have a deep understanding of the text. For example, she is very quiet and always sits silently in the corner of the classroom. This is how I guide students to read in layers: students pay attention to the word "quietly" first in reading, so I let students read this sentence and read their own understanding of the word, and students gently read the original meaning of the word "quietly, quietly"; Then think about what "silence forever" means. Contact life and imagine how Eiko "lives silently". Students quickly imagine according to their own life experience: "Children's Day" will not see her figure on the stage; I won't see her holding up her little hand happily in class, and my classmates won't think of her when I choose "three good students" ... Please read this sentence gently and read out the feeling that "silence" is ignored. Continue to guide students to experience empathy: Are you willing to be a "silent" person? Why? The students' mood was touched: "I don't want to, because I'm too lonely (lonely, miserable, without confidence)." Emotional inspiration at this time: it is obviously a beautiful childhood as beautiful as flowers and jade, but you can't hear her singing and laughing, and you can't see her beautiful smiling face. On the surface, you live silently, but inside, you are suffering great pain. Would you? The students look dignified. At this time, students' reading is naturally affectionate and natural. Subsequent learning activities naturally have an interest in exploration and a heartfelt emotional experience. Therefore, in the classroom, let children read fully and freely, and the teacher only provides appropriate inspiration, which is the premise of teaching well and making children have fun. 2. Teachers and students read and experience wonderful feelings. Of course, letting children read freely does not mean giving up the guiding role of teachers. In addition to the above-mentioned "reading while guiding", we should never forget another important role, that is, the role of "participant" advocated by the new curriculum. Therefore, teachers can be children's "learning partners". When children are reading, teachers should devote themselves to reading the text, or shake their heads and read aloud with children, or read silently with children, and enjoy and taste reading with children. In this way, children will feel the pleasure of reading more. In the subsequent "reading communication", the teacher "talks" with the child as an equal participant, and the child will feel very real. There is a saying that "excellent works are appreciated and doubts are analyzed". This kind of "text is appreciated and teachers and students read together" is a wonderful reading realm and a more desirable reading enjoyment. Second, take classroom reading as the steering wheel and extracurricular reading as the driving force. If students' Chinese ability is compared to a bird, then classroom teaching and extracurricular reading are its wings. Suhomlinski, an educator in the former Soviet Union, once said: "The way to make students smarter is not to make up lessons or increase homework, but to read, read and reread." Mr Lv Shuxiang also said: "Recalling your own learning process depends on what the teacher said in class and what you read outside class. I think it is about 37, which means that 70% benefits from extracurricular reading. " In today's information society, it is urgent for students to learn to collect and process information and cultivate their strong extracurricular reading ability. (A) to stimulate interest and enhance the motivation of students' extracurricular reading. (1), encourage by example. Example can make students have the same upward psychology. Usually, teachers can introduce some famous people who love reading at home and abroad. You can also set an example in the class, let students encourage each other, let students gradually understand and study hard, have a love for books, and draw endless spiritual food from books. (2) Activities stimulate interest. Carry out activities related to extracurricular reading. In interesting and colorful activities, students can experience the fun of reading after class. We can carry out collection activities related to in-class reading, promote in-class reading after class, complement each other and experience the joy of harvest. You can also hold various theme competitions regularly, such as Story King Competition, Poetry King Competition, Handwritten Newspaper Competition, idioms solitaire Competition, etc., to stimulate students' enthusiasm for extracurricular reading. (3) Show the results and stimulate students' interest in reading. Primary school students' extracurricular reading is not only eager for harvest, but also expecting that the harvest is obvious, recognized and recognized by teachers, parents and classmates, and satisfying their sense of accomplishment. In practice, we use "extracurricular reading growth record bag" to record the results of students' extracurricular reading. There are good words, sentences and chapters extracted by students, tapes for students to participate in story-telling contests, and newspapers made by students themselves ... regularly show their extracurricular reading achievements to the students in the class and the whole school, so that every student has great psychological satisfaction, thus stimulating students' interest in reading. (2) Guide extracurricular reading and improve the efficiency of extracurricular reading. It is better to teach people to fish than to teach them to fish. Only when students choose the works they need correctly and reasonably, use reading methods quickly and accurately, and make good reading notes, can extracurricular reading be efficient and rewarding. (1), do a good job in reading recommendation because primary school students are young, inexperienced and have poor discrimination and immunity. As a teacher, we must do a good job in recommending reading materials according to the age characteristics and cognitive level of students. When recommending reading materials, the key point is to protect students' reading interest. Following this principle, we can recommend books to students in the following four ways: (1) Recommend books related to teaching content: Extracurricular reading, as an extension and supplement of Chinese classroom teaching, can be combined with teaching content when recommending reading materials. After the little match girl, we can let the students read the selected fairy tales of Andersen, learn archery from the straw boat, and recommend the romance of the Three Kingdoms to the students. (2) recommend books suitable for age characteristics: primary school is six years, which spans a lot. When we recommend reading materials, we can't cut across the board. We must provide students with a list of books according to the different age characteristics of students at each level. For example, children in the third and fourth grades are rich in literacy and have certain evaluation ability. You can recommend books such as Grimm's Fairy Tales, The Secret of Treasure Gourd, Children's Science Fiction and 100,000 Why. (3) Recommend relevant content from the space-time structure: In practice, boldly introduce Chinese information such as newspapers, magazines, novels, movies, advertisements and slogans into the classroom to enrich and deepen the content of teaching materials. (2) Instruct students to read after class. Reading methods generally include intensive reading and skimming. In extracurricular reading, students often skim. According to different reading purposes, we can divide skimming into sightseeing reading and screening reading. To cultivate students' reading methods, we should follow the principle of combining in-class and out-of-class, supporting and releasing, and let students use the general reading order they have learned in class, that is, read first, feel the main idea of the text, then read and analyze it intensively, and finally comment on the excerpts. Only in the right way can we have a correct reading experience. (3) Tutoring students to take reading notes. A good memory is better than a bad writing. Reading after class should cultivate students' good habit of "no pen and ink, no reading". There are many types of reading notes: abstract: extracted good words and phrases, scientific anecdotes, common sense of life, etc. Enrich language, increase knowledge, enlighten thinking and cultivate sentiment. Perceptual type: read another book, combine reality and personal experience, write your own understanding, feelings and experiences about related issues, and improve your ability to analyze things. Imaginative type: mainly continue to make up stories, rewrite stories, develop the ability of association and imagination, and thus cultivate innovative thinking. It is necessary to improve students' ability to take notes by prompting examples, extracting comments and exchanging feelings. (3) Carry out inspections to deepen extracurricular reading (1) and home-school interaction: students' extracurricular reading is generally carried out at home. We must win the cooperation of parents, supervise and check children's reading. (2) Check your reading notes regularly. By reading the reading notes, teachers can understand the contents, types and quantities of books read by students, point out the advantages and disadvantages of the notes, and make clear the direction of efforts. Students can also check each other and make suggestions for revision. Help from peers is more in line with students' cognitive characteristics. Third, apply what you have learned to make accumulation a good helper in Chinese learning. This is a good way to accumulate reading and take notes, and keeping a diary teaches students to use it. Teachers' participation in students' growth diaries will enable students to form the habit of loving reading and writing faster and better. I like reading students' diaries quietly, writing a few words from time to time, and communicating with students through diaries. And my students are happy to communicate on paper. They have different views on life, different moods every day, big and small things in the class ... These students have personal experiences and like to express them in their favorite languages in their diaries. There is a girl in the class now. Because she used many new words in her diary that she didn't learn in grade four, I asked her to read aloud in class and let the students comment. Since then, her diary has been written more frequently. The birds in the school bamboo forest, the first flower bud in the flower bed, and even the teacher's new clothes have all entered her diary, and the language is becoming more and more beautiful and accurate. Looking at her diary, there are often many surprises. After teaching, it is really interesting to find some time to see the footprints of these children's growth. Because of the drive of these children and the enthusiasm of children who want to be friends with teachers, the whole class has an atmosphere of loving reading and keeping diaries.