First-year students who have just entered school have a large number of abstract Chinese characters as soon as they open their textbooks, which determines that literacy teaching is an important part of Chinese teaching content in primary schools and the cornerstone of the whole Chinese teaching. "Chinese Curriculum Standard" clearly points out that we should follow the literacy principles of "separation of knowing and doing" and "knowing more and writing less" in teaching, which greatly improves students' understanding of Chinese characters. For example, the first volume of Senior One requires that you can read 400 words and write 100 words. However, in the context of the new curriculum, our overall class hours this semester are few. Then, what kind of strategies should be adopted to let children know a group of most commonly used Chinese characters as soon as possible, easily and conveniently, which naturally becomes one of the focuses of reforming mother tongue education and improving the efficiency of Chinese learning.
Although there are still some shortcomings and regrets in the ecological environment for children to read Chinese characters, it is very different from the past, and the resources for reading Chinese characters that can be developed and utilized are much richer than in the past. Nowadays, they can not only know Chinese characters through some special literacy books, but also get extensive exposure to Chinese characters through surfing the Internet, watching TV, visiting, reading newspapers, watching commodity advertisements, visiting shops and entering supermarkets. Therefore, as long as we pay attention to the use, optimization and development of the learning environment and conditions around children, we can consciously guide children to read some Chinese characters.
First, make full use of the rich curriculum resources of new textbooks to stimulate students' interest in literacy.
The first-grade Chinese textbook published by People's Education Publishing House is novel in content, close to children's life, full of childlike interest, full of literariness, cultural connotation and flavor of the times, and readable. Colorful illustrations, easy-to-understand content, childlike exercises and new words hidden in green leaves and red flowers are like a delicious "happy meal" prepared for students. The textbook of curriculum reform arranges various forms of literacy, such as verse reading, pair reading and word family reading ... The purpose is to arrange rich content, stimulate students' interest in learning and improve their literacy ability. Therefore, when I was teaching literacy, I carried out various educational literacy activities to cultivate students' interest in literacy. When guiding students to explore new knowledge independently, I pay attention to the use of intuitive teaching AIDS, vivid teaching language and appropriate body language, so that students are willing to learn and take the initiative to learn.
1, read in colorful games.
First-year students like games, so as to guide students to read in colorful games, make them really like Chinese characters and have a strong interest in literacy. Bruner said: "The greatest interest in learning is the interest in learning materials." Often playing games, students' interest is growing.
(1) Various forms of competition reading. Taking advantage of the competitive characteristics of junior students, we often carry out competitions and competitions to consolidate review in the competition. Group "train driving" competitions to see who can recognize quickly. Carrying out these competitions can not only cultivate students' interest in learning, but also check the effect and make up for the shortcomings of individual students in time.
② Find word cards and play games. After a good class or unit, write the new words you have learned on the card, one student reads them, and the other students find out the cards to show. Or two children, I read one and you find it, and you read one and I find it. Students can recognize the font of students' words and correctly read the pronunciation after reading it repeatedly and several times. This is flexible and time-saving, and it can also stimulate students' interest in learning.
3 look at the picture stickers; Find friends, pick apples and so on.
2. Ask parents to cooperate. In the process of learning Pinyin, many exercises are only about Pinyin, so I asked my parents to help me write the Chinese characters corresponding to Pinyin, and then let my children find friends. In this way, students not only consolidated their knowledge of pinyin, but also learned a lot of Chinese characters that have not appeared in books for the time being.
Second, make full use of campus cultural resources and expand students' literacy channels.
Campus is a place where students study and live, and campus culture has a edifying effect on students. Therefore, I make full use of campus cultural resources in teaching and pay attention to the strategy of guiding students to read independently.
1. Know students' names and improve their literacy.
In order to let students know each other, know their names and read quickly and effectively. At the beginning of school, let students introduce themselves and project their student cards on the screen, so that students can know their classmates' names intuitively. At the same time, in order to solve the problem that the first-year students forget quickly after reading, I posted the roster of the whole class at the back of the classroom, and also posted the seating chart of the whole class at the front of the classroom, and often let the students know the names of their classmates during the process of handing out exercise books. In addition, students can be mobilized to communicate with their classmates in their spare time, even with students in other classes and grades, so as to consolidate their literacy, improve their oral communication ability and enhance their friendship through interaction. In this way, students can know the names of the whole class in a short time, and their literacy is greatly increased.
2. Appreciate the beautification of the classroom and improve the quality.
The classroom is the main place for students to study. In order to improve students' literacy, we have made great efforts in the layout of the classroom and created a good literacy environment for students. Behind the classroom, on the right is Pinyin Paradise, which contains initials, finals and syllables. The lower left behind the classroom is the literacy world. Students write or paste the words they will know after class and communicate with each other. Students have a sense of accomplishment and are full of energy.
3. Appreciate the campus landscaping, and know the billboards on campus and the plaques in the classroom. Improve literacy.
Our campus is beautiful, with a beautiful biological park and many slogans. There is an English park at the entrance of our classroom, and there are various introductions about the school on the wall. In class or after school, lead and guide students to read while visiting the campus, and guide students to know slogans such as "respect teachers and love students, strive for progress", "cherish life and pay attention to safety", know the names of many plants such as "lotus, rose and bauhinia" and know all kinds of planets in the solar system. In this way, students are guided to organically integrate their familiarity with the campus environment with their independent literacy and have a strong love for the school. Activities such as autumn outing and spring outing are also held regularly to guide students' vision to extracurricular activities with unlimited information.
Third, use the "life-oriented mode" to display text resources and encourage students to be happy and literate.
Life-oriented teaching materials must adopt life-oriented teaching mode, and put teaching activities in students' familiar life situations, which invisibly weakens students' subjective consciousness and learning consciousness, strengthens students' subjective consciousness and life consciousness, and thus stimulates students' strong desire for literacy.
1, let life enter the classroom.
When teaching oral communication "my favorite vegetable", organize students to hold a vegetable exhibition first. Let the students bring their own vegetables from home to the school desk for display (please label the vegetables they bring in advance), then organize the students to visit and remember the names of all kinds of vegetables carefully. Integrate boring literacy teaching into life, let students learn in a relaxed and happy atmosphere, and some uncommon and complicated words are easy for students to remember. At the beginning of learning, students knew very few words, but they already had some life experience. In daily life, on TV, even in the play, they all have these words in their minds, but they can't express them in words. In teaching, teachers describe the meaning of words according to children's characteristics and guide students to say words or sentences. In addition, you can also use interesting games to understand words, such as "one" to bloom, a person, a bird, a table ... to guide students to say a lot of quantifiers, "flowers" and "trees" to bloom, and ask students to say related plants; Let the children say the names and actions of the games they play. I think it is necessary for students to learn how to read with a dictionary early, which is not a difficult thing. When you see your favorite word, remember it and copy it. Of course, the accumulation of vocabulary focuses on understanding and application.
2. Let the classroom go to life.
(1) Use billboards, stop signs, billboards, etc. to eliminate illiteracy.
Children living in the information society deal with words all the time. Some parents are small businesses, and there are many packaging bags, advertising papers and shop signs in the facade to guide students to pay attention to observation, collection and literacy training anytime and anywhere. How happy students will be when they can read the words in their living environment correctly! Therefore, students enjoy it and sometimes bring some words to the school to test each other. Really "fun"! Usually. We also consciously guide students to go shopping and travel, and ask parents what is written on the billboard and what is the name of the store. They may not remember it for a while, but the more times they go shopping, the more frequently they encounter those words, so they unconsciously remember them, such as McDonald's, KFC and Blue Cat.
② Organize various activities in a planned way, so that students can read in a pleasant and relaxed atmosphere.
In the teaching of "supermarket", students are arranged to go shopping and visit the supermarket first. In the supermarket, let parents face commodities and trademarks and guide students to read freely. Students are happy to tell their parents all the words they know. Parents are responsible for recording, so the teaching of new words will be solved. In after-school activities, a commodity fair was held, so that students could cut out the empty shells and trademarks of used commodities and bring them to class for display. The students learned a lot of words through the display.
Fourth, make use of the large space of extracurricular reading to improve students' literacy.
1, strengthen extracurricular reading and broaden literacy channels.
Literacy teaching is the focus of junior Chinese teaching. In teaching, many teachers have realized that only when new words are repeatedly encountered in a specific language environment can they truly become familiar words and be used by analogy. Organize colorful extracurricular reading practice activities, guide students to learn and use new words in various ways after class, and let "literacy" permeate all aspects of students' daily life, which not only consolidates literacy teaching, but also cultivates students' initial reading interest.
Students in the next semester of senior high school have mastered Chinese Pinyin, known more than 400 commonly used Chinese characters, and can read some simple children's songs and stories. At this time, while teaching new words, I guide students to read some extracurricular books that they are interested in, which not only stimulates students' reading interest, but also effectively consolidates the familiar words they have learned. In the new language environment, learning the words that students have learned is a transfer of knowledge, and it is an interesting re-learning to achieve the effect of "reviewing the old and learning the new". Because some parents are not very good at choosing extracurricular books, when I started school, I made some suggestions when I encouraged everyone to buy extracurricular books, such as science and technology, children's songs, riddles, fairy tales and so on. What makes me happy is that some parents can buy books according to their children's reading ability. Children's songs, riddles or short100000 books about why were bought by students who were a little worse; Students with strong reading ability buy fairy tales, student exercises and the like. The specific knowledge briefing will be as follows: Please select the knowledge you want to introduce to everyone, circle the words you don't know, remember Pinyin well (you can ask your parents and teachers for help or look it up in the dictionary), then read it well and communicate it in the reading class every Wednesday. The number of winners is not fixed every time. As long as you read fluently, you can win the prize. In this way, this class every week has become the most anticipated by students, because in this class, they can guess riddles, listen to stories and introduce their knowledge, which is both relaxed and interesting. This process not only consolidates new words, but also encourages gifted students to read ahead of time and accumulate language, ensuring that "the bottom is guaranteed and the top is not capped", so that students of different levels can gain something from "reading" and develop in "reading".
2. Carry out extracurricular reading practice activities to lead students to a broad living space and consolidate their literacy.
I start from the reality of children's lives and carry out practical activities from their interests. Each activity has a theme to guide students to do it themselves, use their brains to collect information and exchange gains. After communication, children can also be taught to read by simulating and creating situations. For example, organize literacy activities such as "Doll Supermarket", "Animal Games", "Flower World", "Akita", "I will be a small tour guide" and "Shopping in appliance stores". The famous psychologist Vygotsky said: "Activities and communication are the source of development." Activities are part of a child's life. I pay attention to the communication with social life in teaching, so that children can cross from the world of "me" to a broader surrounding environment as soon as possible, thus absorbing all kinds of information and expanding the space for imagination and thinking. Therefore, when students master the literacy method, are willing to read and are good at reading, I will consciously let students read in life.
3. Make your own "literacy textbook" to guide students to extend the textbook to extracurricular activities.
Literacy teaching needs textbooks, which are the basis of learning Chinese. But it is far from enough to rely on a few textbooks for literacy, because what textbooks can hold is really limited. Although most new words have to appear in textbooks several times, most of them still can't reach the number of times for students to form permanent memories. As for the polysemy of new words, it is even more impossible to reflect it in limited teaching materials. Therefore, I guide students to extend the teaching materials outside the classroom and combine students' learning new words with real life. Advertising signs, commodity packaging, various newspapers and magazines that students have the most contact with in their lives can all be the best materials for children to read. I asked them to collect these, cut, draw and paste them, and they became illustrated "literacy textbooks". In this process, students begin, use their brains, collect, sort out and sort out, which is still a creative process.
In short, small Chinese characters are infinitely mysterious. Teachers should give full play to the leading role of teachers, combine students' thinking characteristics, mobilize students' multiple senses, let students actively participate in literacy teaching, encourage students to imagine and practice from the reality of students everywhere, and let students get the joy of success, thus making boring literacy teaching a hot spot to cultivate students' interest and enthusiasm for exploration.