Literacy teaching in reading should not only follow the basic law of Chinese character teaching, but also follow the unique law of literacy in reading-reading based on specific context. Literacy in reading advocates that new words should be perceived, understood and mastered in a specific language environment, because the written language environment that men rely on can provide some clues for students' memory, and written language can make students read and recite repeatedly, which actually increases the frequency of using Chinese characters. This way accords with children's cognitive law and symbolizes the nature and characteristics of children's thinking.
First, teaching strategies
(A) orthography
The "text" here can be a paragraph, a sentence and a word in the text. In the initial reading stage, you can correct pronunciation with the help of natural paragraphs or word phrases. For example, after students practice reading the text freely, they should check and read the text according to natural paragraphs, or show words and phrases to read aloud, randomly select pronunciations that are easy to make mistakes and are inaccurate, and read them several times.
It is necessary to pay attention to some common words and pronunciations that students can pronounce correctly, and it is not necessary to emphasize every new word, which will waste time and make students feel bored and bored. Teachers need to sort out the new words when preparing lessons, analyze the difficulties according to the students' learning situation, analyze the distribution of new words in the text, and make overall arrangements for teaching.
(2) Interpreting the meaning of words in combination with the text.
Chinese characters are massive figures composed of sound, form and meaning. It is found that the root of students' typos is the fracture of the connection between sound, form and meaning. Therefore, it is necessary to pay attention to the organic combination of sound, form and meaning of Chinese characters in a specific language environment in literacy teaching.
1. Solve polysemy with text.
Chinese characters have different meanings because of different contexts. In teaching, we should pay attention to students' learning difficulties and guide students to correctly understand the meaning of a word in the text with the help of language environment.
2. Distinguish similar words with the help of context.
In the first stage, children's mastery of Chinese characters follows the overall principle of "whole comes first, individual strokes come last, and they obey perception". So they can't easily notice the local details of Chinese characters. Teachers need to guide students to pay attention to local details with the help of language environment, so as to achieve the purpose of distinguishing glyphs and accurately grasping them.
(3) guess the pronunciation in combination with the text
In the last one or two texts of each volume, some new words have no phonetic symbols, so students can guess the pronunciation of the words. The method of guessing reading is used to prevent students from interfering with reading because of unfamiliar words. The proposal of "guessing words" has theoretical basis: first of all, students learn Chinese as their mother tongue and have a language foundation. Even if you don't know some words, you can finish reading children's books by guessing and jumping. Secondly, the reading materials of "guessing words" are generally comic books, and students can guess according to the pictures. Finally, "guessing words" are mostly pictophonetic characters. Pictophonetic characters have the characteristics of phonetic notation, which can help students guess the pronunciation.
How to guess this word:
(1) Guess with the help of illustrations, that is, guess by looking at pictures.
(2) Contact the context and guess.
(3) Guess according to the characteristics of pictophonetic characters.
? Overview of this chapter: Generally speaking, we should pay attention to the following points when teaching literacy in combination with texts:
1. Literacy goals should be implemented in a decentralized manner.
This requires teachers to pay attention to the necessary analysis of new words that need to be read after class when preparing lessons: (1) Classify new words: for example, classify the same kind of new words according to words with the same verbs or radicals; (2) Circle the new words in the text and make clear the distribution of the new words in the text. If you find that there are too many new words in a sentence or a paragraph, you should consider teaching in several paragraphs; (3) Analyze the difficulties of new words, such as phonetic difficulties or font difficulties, so as to focus on teaching.
2. At different stages, goals have different emphases.
In a class, "literacy essay" is taught in several main stages, and the teaching objectives of literacy and writing in each stage are different:
(1) initial reading stage: correct pronunciation with the help of pinyin.
(2) Intensive reading stage: combining with the language environment, understanding the meaning of words and reproducing glyphs.
(3) Consolidation stage: review and consolidate, and write instructions.
The reading and writing tasks in each stage have their own emphasis, but they are not separated. For example, in the intensive reading stage, it is necessary to consolidate pronunciation. For some key new words, it is necessary to analyze the glyphs to make the form and meaning relevant and promote understanding.
3. Literacy should go back and forth in the context.