Reflections on the teaching of Chinese Pinyin in preschool classes 1 Pinyin teaching has come to a successful conclusion. I found that my recent vowel teaching benefited me a lot, and I also saw my own advantages and disadvantages. In this regard, I reflected on this teaching to help my teaching grow.
First, independently expand the learning content in the processing of teaching materials.
If the arrangement of the textbook only shows the spelling of initials and üe, I will add the spelling of ie. In the process of learning each vowel, I teach with a solid teaching link of Protestantism. For example, in spelling class, I formed two levels of training:
1, combined with courseware, practice simple atonal spelling.
2. Make a game with ie and ü e to consolidate and strengthen the pronunciation of initials.
3. write ieüeer to deepen children's understanding of them.
4. Teach the students to recognize the syllable Ye Yue as a whole, and let the children spell out several syllable words I interspersed to consolidate Ye Yue's tone, then show the words and exchange the words they know at the same table, laying a solid foundation for the syllable learning of 30 pages in the book.
It can be said that through such spelling training, children not only learn solidly, but also feel lively and interesting. In addition, for the difficult pronunciation of er in this class, I adopted the method of using gestures to assist pronunciation, and told students that er is a special vowel through simple language.
Second, the feedback to students is timely.
In class, I can't presuppose all the children's answers. I can only look at my own high concentration and give timely feedback to the children's answers. For example, in the teaching of ieü eer, I will praise and encourage those children who can read and haven't pronounced yet, appreciate his learning methods (taught by mom and dad, learned in preschool ... and especially praise those children who can make a transition from vowel pronunciation methods. At the same time, I also pay great attention to guidance. I like to use "Did you find it?" "See for yourself, find out and think about how to pronounce these vowels?" Ask children, let them learn independently and have a sense of accomplishment. Another example: I designed the spelling of jqx and ü when reviewing the lead-in, so that children can observe and tell the hint of their meeting: When Xiao ü meets jqx, she has to remove two points. In this way, children will soon remember the same trick when teaching ée and jqx spelling. I have been trying to practice the two concepts of changing the roles of teachers and students and changing the way students learn. I am surprised to see students' great learning potential and feel their creativity and happiness in developing this potential.
In teaching, I also emphasize that children are the masters of learning, but the classroom is the master. So I arranged a variety of student activities, such as individual reading, train reading and deskmate reading, to improve the density and efficiency of participation. But in my game design, I neglected that there may be many children who can't spell. In this way, those children who don't read well may lose a chance to spell, and I will pay attention to it in future teaching to avoid the situation of "poor students".
Reflections on the Teaching of Chinese Pinyin in Class Two of Preschool Education As a preschool teacher, I feel that the oral expression potential of children of this age is developing rapidly. In learning, their cognitive potential is constantly improved, the vocabulary accumulated in their brains is constantly enriched, and their desire to express is also strengthened. Personality, namely pinyin teaching, is closely linked with language teaching and can effectively promote the development of children's language potential.
Preschool children have obvious characteristics of preschool children. Active is their nature, and their learning attention lasts for a short time. What they like best are games and activities. As a literacy tool, Chinese Pinyin is boring for preschool children who are good at intuition and visual thinking. How to stimulate students' interest in learning Chinese Pinyin? Combining the characteristics of Chinese Pinyin with the age characteristics of children, I have taken the following measures in classroom teaching.
First, pay attention to the combination of pictures, shapes and sounds.
The teaching materials of Chinese Pinyin course are only abstract sounds, without rich materials such as words and phrases, and lack of necessary language and writing situations, which makes children feel very boring to learn. In teaching, I make Pinyin into different forms of cards, such as apples, leaves, flowers, birds, small fish and so on. Visualize abstract letters and stimulate students' interest. In teaching, I will say to my children in simple language: "These flowers have names. Let's recognize it together. " Children learn to remember shapes, read accurate sounds and enjoy the joy of success in happiness. Put these cards into regional activities after teaching, which is very convenient for children to review.
Second, there are various teaching forms.
Children have a strong sense of competition. Grasping this psychology and skillfully joining the word-formation contest in teaching can greatly mobilize children's intention to learn Chinese Pinyin. After I learned a complete syllable, I asked the children to compose words for it. The child raised his hand very attentively and his mind was active. They use words used in daily life, words heard in TV advertisements and idioms accumulated in ordinary stories in pinyin teaching, and they never tire of learning. After learning a few vowels, I will review them. When reviewing, I will play various games to help them remember, such as "I make friends with birds", "Pick apples", "Pick flowers" and "Catch small fish". Learning is very easy for children. After learning the initials and finals, let the children play the game of finding friends together to see which initials can make friends and which ones can't. Children are more interested in learning. In addition, you can also practice Pinyin by grabbing the red flag competition, Pinyin Solitaire Competition and other forms to stimulate children's interest in learning Chinese Pinyin.
Third, the auxiliary record of jingle.
In spelling, children will encounter many special situations. For example, when you spell jqx and U, you should remove two points. At this time, children can be taught to recite: "Little fish is so funny that they cry when they see jqx." When students recite these catchy nursery rhymes, spelling is not easy to make mistakes. When learning nasal vowels, we can also help children distinguish front nasal vowels from rear nasal vowels by singing children's songs. For example, "nasal vowels are not difficult to learn and nasal sounds are accurate." There are five nasal vowels: an, en, in, un and ü n, and four nasal vowels: ang, eng, ing and ong. In teaching, according to children's reading characteristics, try to design some simple and lively pinyin nursery rhymes, or encourage children to create their own ballads, so as to strengthen memory and consolidate pinyin learning.
In short, in pinyin teaching, we should create effective teaching methods to stimulate students' interest in learning Chinese pinyin, so that students can feel the joy of learning, taste the joy of success and establish confidence in winning. In the future teaching, I will continue to learn from good teaching methods, sum up my teaching experience in time, apply what I have learned to the classroom, continuously improve the teaching quality and play the role of the classroom for a long time.
The most important thing in the teaching process is to follow the laws of students' physical and mental development and the inherent laws of knowledge, and what kind of teaching methods teachers choose is particularly important. As far as Chinese teaching is concerned, the development of children's physical, psychological and language potential has the characteristics of staged children, and the teaching of different materials also has its own laws. When I was teaching the first lesson of aieiui, according to the characteristics of teaching materials and children's psychological development, I designed a new lesson of story introduction in teaching.
When teaching vowels by voice, I also use teaching methods such as being a small teacher, driving a small train, and the teacher competing with you to stimulate students' enthusiasm for participation. I asked the students to read four cards of polyphonic vowels to each other first, and then the teacher drew lots to check whether the little teacher was qualified and whether the train could start. The design of the game not only drives students to actively learn the four vowels at the end of learning, but also cultivates children's sense of responsibility, so that children can read the four vowels less dryly and make boring learning an activity that every child wants to participate in. Pinyin Festival is a weak link for students, who are unwilling to read it. In order to improve students' interest in reading, I designed a comparison activity, which improved children's interest in spelling and greatly improved their learning intention. For children who have just entered school, the boring Chinese Pinyin needs to be mastered and consolidated, and teachers need to use various teaching methods to improve students' interest in learning. Interest is the best teacher, and learning will be simple only if students are interested.
The study of infant language shows that children are interested in written language at an early age, and may acquire sensitivity to written language through learning. Therefore, in kindergarten language education, children should be sensitive to artistic language by learning some literary works. The poem "Where is the Wind" is a literary work with beautiful language and rich picture sense. Children can recite it naturally with expressions when studying, and with appropriate performances, the atmosphere of the whole class is very good. For example, when reciting "when my branches and leaves dance", "when my flowers nod frequently" and "when my body shakes slightly", children can move their expressions appropriately to understand the poetry material and feel the poetry performance. In the process of exploring scientific "digging wild vegetables", children can perceive the similarities and differences of fallen leaves through various senses such as vision, touch and smell. Children can explore the difference between wild vegetables and home cooking. Teachers can sum up the shortcomings of children in the process of exploration and stimulate their interest in further exploration. The children in my mother's big class think before drawing, but draw wherever they draw. Teachers draw three, and they don't consider drawing two or three mothers. I also observed the children of that year, and the teacher demonstrated and drew a mother. They also drew a mother, not even two. In this activity, it is important to let them draw the five senses. If the mother paints too much, the children will have no confidence to paint any more. Therefore, I think it is also important for children to establish confidence in artistic activities. I want them to draw my mother, not the teacher's.
Reflections on the Teaching of Chinese Pinyin in Pre-school Class Three; Chinese Pinyin is an important part of Chinese teaching in primary schools. It is not only an effective tool to help students read, but also a bridge and link for children's cognitive cohesion. If language and writing are the cradle of human culture in China, then Hanyu Pinyin is to shake the mother's hand in a basket, so that children can gradually know the writing of the motherland. But pinyin learning is very boring. How can preschool children learn Chinese Pinyin in an interesting way and how can abstract Pinyin be visualized?
This lesson is a general review of Chinese Pinyin. Students have just finished learning pinyin, and they are still unable to spell syllables skillfully. At this time, students are most likely to feel bored and casual. In order to further stimulate students' interest in learning and let Pinyin enter students' study and life with great interest, I put the contents of the whole review lesson together in a way that students like-the way of stories, and thus the Monkey King Roamed the Kingdom of Pinyin began. As expected, students' interest increased greatly and their eyes brightened. As well as initials, finals, overall recognition and review, spelling syllables, consolidating known words, spelling nursery rhymes and other content in different forms of game activities interspersed in the story. For example, the classification of initials, finals and overall recognition adopts picking peaches, and the Pinyin Festival uses rabbits to cross the river, consolidating familiar words to find friends, and children are interested in learning and spelling. "Interest is the best teacher" is precisely because children have learned. Therefore, compared with the most troublesome class in senior one, the standard questions have also been improved accordingly. With the development of the story, randomly remind children to develop some habits, such as "the Monkey King likes children who sit up straight" and "We read louder so that the careless pig can understand" ... I think the children's classroom routine is better than the whole class, and it also avoids conventional preaching.
Looking back at the whole class, it is not difficult to find many shortcomings:
1, it is difficult for students with three tones to read. The main problem lies in my teaching guidance. I don't know how to spell it. Students only know that "the sound is light and vowels are fast, and the three-tone continuous reading is very smooth." For several difficulties in spelling, we should find them in time in class and give them timely guidance.
2, always worried about children's classroom habits, bound hands and feet in open classes, dare not let students show their personality, individual spelling is too little, for first-grade children, repetition is too little, and it tastes like drowning. Looking back now, in fact, with a little skill, children are afraid of repetition. Isn't teacher Yu Yongzheng teaching a song "Weeds" just to make the children recite it many times but be enthusiastic? Back to my mother, back to my brother, back to my grandmother ... I can also read it to the Monkey King, Pig Bajie and Tang Priest as President Yao said in teaching ... The students will spell it more vividly and interestingly.