First, the performance creates the situation. ?
Chinese Pinyin is a series of very boring abstract characters. If students want to learn and enjoy learning, they must turn boring into fun. Teachers should make full use of the illustrated features of the new textbook, connect with life and learning practice, combine the characteristics of students' good imitation, and use language and action performances to create a situation in which students are willing to learn, so that students can learn pinyin vividly and interestingly. For example, the pronunciation of the initial "n" is the difficulty for students to learn. In teaching, teachers hold their noses with their hands, exaggerate their expressions, let the breath pass through their mouths, and then let students put their hands in front of the teachers' mouths to feel that the breath comes out of their mouths, not out of their noses, so as to intuitively understand the pronunciation characteristics and methods of nasal vowels. When teaching four tones, the teacher draws a mountain road with ups and downs on the blackboard and demonstrates it with a small model car: come from the flat road ahead, go uphill, go uphill, turn three times, go downhill, go downhill, lead the students to demonstrate the direction of the car by hand, and at the same time pronounce four tones of any letter in their mouths. In this way, students' brain, eyes, hands, mouth and other organs coordinate their activities, which makes learning easier and easier. ?
Using certain actions in spelling syllable teaching can also help students master spelling methods more easily and pronounce correctly. For example, in the teaching of the syllable "Tiaowu", "Tiaowu" is a festival of three pinyin, and it is difficult for students to spell it correctly at the beginning of their study. In teaching, the teacher makes several dance movements to remind students to call this syllable word "dance", "jump" → "t → I → ao → tiao", and then spell it after knowing the pronunciation. In this way, by predicting pronunciation and realizing spelling rules, learning is much easier, learning methods are changed and learning difficulty is reduced. For example, when teaching the initial "P", let students learn the pronunciation of the initial "P" by performing the action of splashing water, and then remember the shape of the initial. Then, when teaching syllables such as "jump", "pa", "skin" and "jump", students can perform actions such as splashing, crawling and slapping to assist pronunciation, so that students will not feel bored and bored when studying. In addition, in the practice of expanding syllables, students can also pinyin at the same time, which can not only enliven the classroom atmosphere, stimulate students' interest in learning, but also improve the efficiency of classroom teaching. For example, some students perform "How does a kitten bark" and "How does a puppy bark?" Some students bark like puppies, and some students learn by spelling "M → I → Ao" and "W → Ang", which makes boring and single exercises lively and interesting. How can students not like this course?
In addition, you can tell stories to stimulate your interest in teaching. Children all like to listen to stories. Abstract Pinyin is visualized by showing wall charts, and its pronunciation is accurate, so it can't be repeated mechanically. In order to deepen understanding, we can make Chinese Pinyin into stories, attract students' attention, stimulate students' interest, and accept and understand new knowledge happily. For example, when I was teaching the syllable "Yu", I made up a short story: One day, Big Y went out to play and met Little U, who quickly took off his hat and gave a military salute to Big Y, so that the students could know the spelling rules of pinyin in storytelling and carry out ideological education.
Second, use objects or pictures to create situations. ? ?
Pinyin letters are abstract phonetic symbols. In teaching, using objects or pictures to create an intuitive and vivid situation makes abstract letters concrete and vivid, makes boring learning vivid and stimulates students' interest in learning. For example, the shapes of the letters "F" and "T" are easily confused by many students. In teaching, you can draw the letter "F" as a crutch to highlight the upper part of the crutch. When remembering the shape of the letter "T", you can draw an umbrella to highlight the handle to help students remember the shape of words. Distinguishing the shapes of letters "P" and "Q" is a difficult point in pinyin teaching. Teachers should make full use of textbook illustrations or objects to guide students to distinguish: "Q" is like the number "9" and "P" is like the right ear.
We all know that senior one students are lively and active. Teachers can compile vivid nursery rhymes according to their characteristics and teaching content, which can not only effectively mobilize students' learning enthusiasm, but also cultivate students' reading and writing ability, and is very popular among students. For example, "I touch J, Q and X, and I fly at two o'clock", "I am polite and take off my hat when I see big Y" and "U and I are two good friends, and I wear a hat at the back". For another example, in order to distinguish the flat tongue sound from the tongue sound, children's songs of 14 or 40 years old are used, and students perform while reading, and the boring classroom suddenly becomes active.
After learning the two-pinyin festival and the three-pinyin festival, students often don't know the essence of the two-pinyin festival and the three-pinyin festival and confuse the spelling methods. They always think that two spelling is a spelling of two letters, and three spelling is a spelling of three letters. When teaching, draw two branches, two peaches on one branch and three peaches on the other branch, representing the two-spelling and three-pinyin festival respectively. In this way, students can clearly understand that two pinyin stanzas refer to the spelling of two sounds and three pinyin stanzas refer to the spelling of three sounds.
Second, life reproduces the situation.
The new curriculum standard points out: "The teaching of Chinese Pinyin should be as interesting as possible, focusing on activities and games." Teachers should consciously create an atmosphere for students to learn Chinese Pinyin, so that students can learn Pinyin in activities. For example, encourage students to put pinyin labels on classroom, home goods or school supplies; Write your name in pinyin in books and notebooks; Write the names of classmates, family members and friends in Pinyin: write words or sentences in Pinyin, accumulate syllables learned in and out of class, and learn to write words. You can also organize lively and interesting activities such as "Pinyin Happy Touch" and "Pinyin Challenge" in class meetings or Chinese extracurricular activities, and you can also consolidate your knowledge by playing games. For example, if several students are asked to be initials, the teacher will issue them corresponding initials cards, then several students will be asked to be finals, and they will also be given corresponding finals cards, so that other students can read syllables, and the students who hold the initials and finals of this syllable will stand together. For another example, when teaching J, Q, X and U, students can play a game of "changing face": use a card with "U" written on the front and "U" written on the back. When J, Q, X and U collide, U becomes U, and when J, Q, X and U separate, U becomes "U". This game enables students to master the spelling rules of syllables firmly.
This can bring students back to the situation of pinyin learning and let them learn and feel again in a happy life situation. This not only consolidates the knowledge learned, but also expands students' thinking, cultivates students' various abilities, extends classroom learning and achieves better teaching results.
The above methods can make students learn pinyin knowledge in a cheerful atmosphere, make the classroom active, effectively improve the quality of Chinese pinyin classroom teaching, improve students' spelling ability, and lay a solid foundation for future study.