Literacy methods for grade one:
First, teach students to master the rules of word formation of Chinese characters by themselves.
In the past, teachers generally taught and students learned, and students were in a passive position. In the aspect of literacy teaching, the S version of the textbook fully embodies the idea of allowing students to learn independently. By thinking, remembering and analyzing glyphs in various ways, students' autonomous literacy ability is cultivated, and students can think, find and solve problems by themselves. This can not only stimulate students' interest in literacy, but also make their memory of glyphs more solid and firm, and also explore the rules of word formation of Chinese characters.
In the first grade literacy teaching, I do this: first, guide students to observe the situation map, so that they have the desire to read, master the pronunciation of new words and know the glyphs in repeated reading. Then I asked the students, "Today we are going to learn these new words and see who is the cleverest?" Come up with the best memory method by yourself, please tell us. With such questions, the students immediately began to look for answers in their minds, and put forward many different memory methods: "familiar words with strokes", "comparison of similar words", "homophones", "familiar words without radicals", "disassembling parts" and "reducing strokes", such as learning the word "Tian", and some said that the word "Da" with horizontal lines was Tian. Some people say that the word "person" plus two horizontal lines is heaven; Some people say that "husband" is not a day. When learning the word "garden", some people say that adding a wall outside the word "garden" means "garden", so as to understand that "campus and park" have walls and distinguish the usage of "garden" from "garden". After learning the word "love", the students divided it into ","and "friends", and I accompanied it with a children's song "Claw prefix, bald treasure cover, children, so cute". In this way, students will soon remember new words.
Second, break through the difficulties of glyphs in relaxed and happy learning.
Children who have just entered school are young, inattentive and prone to fatigue. The "new curriculum standard" puts forward that students should cultivate their attitudes and feelings towards Chinese characters and their learning, have the desire to read actively, and initially feel the physical beauty of Chinese characters. Therefore, various ways and means should be adopted in teaching to stimulate students' interest and let them learn while playing. In this way, while fully mobilizing students' unintentional attention, it also promotes the development of their intentional attention. Teachers should create situations to solve difficulties and promote students' flexible and creative development. Let me introduce some interesting literacy methods:
1. crossword puzzle. In the first grade literacy teaching, I found that "crossword puzzles" can help children easily master some difficult new words. After being guided, children often brainstorm crossword puzzles to communicate in class, and the classroom atmosphere is very active, such as making friends with friends and two moons. Lin: Two trees stand side by side. Hugh: Leaning against the wood alone. Rest: your heart. A small tree with a straw hat on its head. Think: ten mouths, one heart, guess and use your head. Lei: When raindrops fall on the fields, children can not only make up new words appearing in books, but also extend this literacy method to extracurricular activities and tell them to their parents. This not only stimulates children's interest in literacy, but also consolidates new words. It has achieved unexpected results.
2. Word combination game. The teacher writes the word-formation components of one word or several words on the card in disorder, and gives each group a copy, so that they can form as many words as possible through group cooperation, and then the group sends representatives to the stage to show the effect of cooperation, so that all students can read and judge the champion group. This reflects the teaching idea of guaranteeing the bottom and not capping. Students can not only write the words that appear in textbooks, but some students can also write many words that they know after class.
3. Grab the card. The teacher put many cards in the blackboard slot and named them 2? Three people stand in front of the blackboard, find out the words of the relevant cards according to the pronunciation read by the teacher, group the words or say a word after reading, and whoever grabs more will get a small red flag.
4. Make up stories skillfully and remember glyphs skillfully. In teaching, according to the age of students and the characteristics of word formation, students' association is fully exerted to reveal the word formation principle of Chinese characters and the relationship between sound, form and meaning. Interpret and activate abstract Chinese characters into pictures or short stories through intuitive means, vivid language and vivid stories. For example, when learning to "stay", the teacher tells stories and writes strokes: "A person with a big mouth (mouth) is as motionless as wood, so he is in a daze."
5. Word-changing magic. I organized a game of "magic of changing characters" combined with "it's really interesting to read like this" in No.1 middle school of Chinese Hundred Flowers Garden. Choose some simple words and ask the students to add one or two strokes to become new words. For example, "Sun" has been transformed into electricity, armor, freedom, application, field, white, hundred, mesh, denier, and "wood" has been transformed into: Ben, He, Shu, Wei, Mi and so on. In class, every child actively participates in "magic", learns in games and consolidates in communication.
Third, read extracurricular books.
Freshmen enter school for five years? In about 7 weeks, I can master Chinese Pinyin and read some simple children's songs and stories with syllables. At this time, while teaching new words, teachers guide students to read some extracurricular books that they are interested in, which not only stimulates students' interest in reading, but also effectively consolidates Chinese Pinyin. More importantly, the new words that students begin to learn are generally common words, and these words appear very frequently in books (such as "day, month, water, fire, happiness, happiness", etc.). Reviewing the words that students have learned in the new language environment is a kind of knowledge transfer, and it is also an interesting re-learning to achieve the effect of "reviewing the old and learning the new". The purpose of 10 class "Reading" arranged in the textbook is to cultivate students' reading enthusiasm. However, reading should be done step by step. Don't be eager for quick success and instant benefit at first, or you will be "self-defeating" and stifle students' enthusiasm for reading. In the specific operation, I adopted the method of "hierarchical requirements" and put forward different requirements for students at different levels: excellent students read with the help of Chinese Pinyin, and call directly if possible to ask them to repeat the main idea of the story; Middle school students read new words first, and then read them paragraph by paragraph with the help of pinyin, which is not fast, but the pronunciation is accurate; Poor students have difficulty in reading, so they are guided to "find friends", that is, find out the new words they have learned from books and type a little below with a pencil. In this way, everyone is reading, and everyone can read, including the students who are looking for friends. Over time, more and more words are written, and students can read freely. This process enables students of different levels to gain something from "reading" and develop in "reading".
Fourth, read and consolidate fonts in life.
Chinese is the mother tongue, and students can come into contact with many Chinese characters in their living environment: TV, the names of classmates and relatives, shop signs, advertisements and packaging of household items, etc. It can be said that Chinese characters are everywhere. Therefore, the textbook arranges three texts in Literacy II to guide students to observe at ordinary times and read at any time and place. For example, when handing out exercise books, let students take turns to hand them out so as to know the names of their classmates; Let mom and dad take them to the streets to "find Chinese characters" on Sunday, and the harvest will be great; There are many Chinese characters on the packaging of household goods. Such as "Red Dragonfly" leather shoes, "Danone" biscuits, "Bright" milk and "Skillful Hand" washing powder, how excited students are when they can correctly understand and read the words in their living environment! So students enjoy it, and then guide them to collect the collected trademarks and advertisements and bind them into a book, which becomes a vivid and illustrated "literacy reader". It's really "fun" to judge the works of more than a dozen "literacy kings" for exhibition every week and test each other after class!
In literacy teaching, through various ways and methods, students can feel the happiness brought by learning and creation, and change "I want to learn" into "I want to learn". It not only establishes students' dominant position, cultivates students' autonomous learning ability, satisfies students' desire for success, but also stimulates students' innovative ability in their constant "new discoveries".
In view of the characteristics of junior children, such as hyperactivity, curiosity, competitiveness, excitability, fatigue and inattention, teachers should create a pleasant classroom atmosphere, use a variety of literacy methods and intuitive teaching methods, create colorful teaching situations, stimulate students' interest in literacy and improve the efficiency of literacy teaching.
Practical skills of literacy:
First, the use of games, competitions, etc. Arouse students' enthusiasm
Help the little frog cross the river.
(2) win the red flag?
(3) Flying balloons?
(4) Send Pinyin baby home
Second, contact with real life, expand literacy
In literacy teaching, children can use these familiar language factors as teaching materials and carriers, which can not only quickly open the spiritual channel of students' literacy, combine literacy with life, but also broaden students' literacy space.
(1) Read by name.
When I was in the first grade, I held a competition to recognize children's names in my class. In order to see who can know the names of the children in the class in the shortest time, the teacher made him the team leader. In this way, children's interest in literacy is immediately mobilized. This seemingly unintentional but actually intentional approach can make literacy get twice the result with half the effort.
(2) Reading in the campus environment.
The school name, school spirit, school motto, tips posted in the corridor, words with pictures in the window and placards in the flower beds all provide students with a natural and harmonious reading environment.
(3) Reading in the supermarket environment.
Besides buying daily necessities, supermarkets are also a good place for children to remember new words. The dazzling array of goods on the shelves can be read by the name of the goods, or by looking at the ingredient list and product manual. , are good textbooks for literacy. Art comes from life, and Chinese comes from life.
Third, use the social environment to read.
On the way to and from school every day, you can read shop names, recognize street signs and read advertising slogans, so that students can experience the joy of literacy in life practice.
Fourth, the use of extracurricular reading literacy.
Reading can broaden the scope and quantity of children's literacy. So parents should encourage their children to learn as soon as possible. "Integrating literacy into reading" is the most effective and direct method. Let children develop literacy and reading at the same time, which can not only cultivate children's good reading habits, but also improve their active learning ability, which not only improves their interest in learning Chinese characters, but also deepens their understanding of Chinese characters.