How to embody students' learning initiative in reading and writing teaching

Chinese Curriculum Standard emphasizes that literacy is the basis of reading and writing, and it is the focus of Chinese teaching in grades 1 and 2. Literacy teaching has always been the focus and difficulty of Chinese teaching in primary schools. It can be said to be a "bottleneck" that restricts the reform of Chinese teaching. Standardized, correct and neat writing of Chinese characters is the basic guarantee for effective written communication and the basis for students to learn Chinese and other courses and form lifelong learning ability. It can be seen that the teaching of literacy and writing is the starting point of Chinese teaching in primary schools. It is a heavy burden for junior high school Chinese teachers to do literacy teaching well and cultivate students' good writing habits. Then, in the teaching of literacy and writing, how to reflect students' learning initiative? Let me talk about some of my personal practices.

First, create an atmosphere to stimulate students' interest in reading and writing.

Mr. Ye Shengtao once said: "Interest is the best teacher." If students are interested in what they have learned, they will have a strong desire for knowledge and actively study and think, so that teachers can get twice the result with half the effort. The same is true of literacy and writing teaching.

Freshmen who have just entered the school feel fresh and curious about everything in the school, which invisibly produces a strong desire for knowledge and understanding. So I associate students' desire with their accomplishment. I posted the class schedule, students' seating schedule and work and rest schedule on the bulletin board, and read them aloud to the students in turn, so that they can recognize them and help them get familiar with their study life in a short time.

At the same time, I also make full use of the layout around the classroom, such as the school motto and propaganda slogans posted on the school wall, as "teaching materials" to guide students to read. This not only makes students know Chinese characters, but also makes students adapt to school life. What is more gratifying is that in such an atmosphere, students' interest in literacy is greatly stimulated and their enthusiasm for learning is ignited.

Second, use the classroom to give full play to students' initiative in reading and writing.

In class, when I teach students to read, I ask them to pronounce correctly with the help of pinyin. Then compete with the students in the group to see who can read correctly and recognize more. Finally, I will let students read in various forms to deepen their memory. In this way, children not only like literacy more and more, but also greatly mobilize their initiative in literacy.

In class, when I instruct students to write, let them work in groups of four, and learn to communicate by themselves according to the order of reading the pronunciation, memorizing the font, reading the order of strokes and observing the position of each stroke of Tian Zige. On the basis of students' self-study communication, I will organize students' communication again. Let the students be small teachers and say, "I'll teach you X, please read after me!" " "Correct pronunciation and word formation should be issued; Then pass "What is the structure of X? Please follow my book! "To remember glyphs; Finally, what should be paid attention to when writing in Tian Zige. Then I will make students remember more firmly by writing with examples, students' blank books, drawing red and practicing writing. In this way, it not only stimulates students' interest in writing, mobilizes their enthusiasm for writing, but also greatly exerts their initiative in writing.

Third, contact educational function to stimulate reading and writing interest.

Guo Moruo once said: "In order to train primary school students to write well, it is not necessary for everyone to become a calligrapher, but it is always necessary to write the words in accordance with the norms, which is conducive to the formation of habits, which can make people's hearts easy to concentrate, do things rashly and easily spoil things." It can be seen that it is the responsibility of every teacher, especially the junior middle school Chinese teacher, to cultivate students' good writing habits from an early age.

I remember when I first started school, I always asked students to master the correct writing methods and postures, and write the words in a standardized and correct way. Nevertheless, it is not uncommon to scribble and add and subtract strokes at will. In order to change this bad habit of students, I specially played the song "China Wa" in a writing class: "The favorite word to write is the square character, and being upright means liking it." Then he told a joke: a student named Zhu Yuepo wrote his name as Zhu Belly. Tian Zige is projected again. In Tian Zige, he wrote down the words "day, month and eternity" one by one, telling students not to write too big or too small, not too oblique, and to reduce strokes. Otherwise, the written words will stagger, lack of arms and legs, and have to be operated on, which will make the students laugh. Then, it shows the correct writing methods of some basic stroke names of Chinese characters. Finally, students are required to write new words correctly and normatively, and make a reasonable evaluation. Nowadays, correcting students' homework has become a wonderful enjoyment.

Grasping the educational function of Chinese characters and letting students know more Chinese characters not only creates conditions for their reading in and out of class, but also activates students' brain potential, opens up students' wisdom, develops students' thinking and personality, carries out aesthetic education and permeates humanistic education. Isn't that what teachers expect?

In a word, there are many teaching methods of literacy and writing, but I think that as long as students' initiative is fully exerted, their interest in literacy and writing is stimulated, and they are induced to read independently, their enthusiasm for learning can be stimulated and a solid foundation can be laid for the development of their comprehensive quality.