How to improve the learning efficiency of low-level Chinese

How to improve the learning efficiency of low-level Chinese

Children in lower grades are young, their thinking ability is not mature, and the amount of literacy required by textbooks is large. How to teach children correct, fast and efficient literacy methods is an urgent problem to be solved in primary school literacy teaching. How to effectively improve the efficiency of Chinese literacy teaching? I think we can start from the following aspects: creating opportunities to improve literacy interest. Teach students some correct and common literacy methods. Cultivate students' autonomous literacy ability and make full use of living resources to read. Review and consolidate new words by combining reading and writing exercises.

first, create opportunities to improve literacy interest.

Junior students like to play games. In the process of literacy teaching in lower grades, teachers should stimulate students' interest in learning according to this psychological characteristic, and use various games in a timely and selective manner to create a pleasant learning atmosphere for students, so that literacy teaching can enter the ideal situation of "teachers enjoy teaching and students enjoy learning". We should free students from the traditional mode of "asking me to learn", give them the opportunity to choose freely, find out the new words they want to learn and can learn, give full play to their subjective initiative, and really put students in the main position. Practice has proved that this form of centralized literacy has high enthusiasm of students and a relaxed and active classroom atmosphere. At the same time, we can consciously find out the similarities of the new words we teach and classify them for teaching, which can achieve twice the result with half the effort.

Second, pay attention to guidance and teach students literacy methods.

Literacy teaching is not only to let students master a few Chinese characters, but more importantly, to teach students the methods of literacy while teaching literacy, so as to continuously improve their literacy ability and enable them to actively acquire and use the regular knowledge of Chinese characters, so as to successfully complete the process of analyzing and synthesizing Chinese characters, make this process more perfect and simplified, and contribute to the improvement of literacy teaching quality. The following methods can be adopted:

1. Memorize glyphs by using basic words

Students have mastered a certain amount of monograms, and regard these simple and easy-to-remember monograms as basic words, and use the methods of adding, subtracting or combining basic words to help students remember glyphs. For example, the sum of "day" plus "eye" and "eye" minus "day", "day" and "month" is "Ming".

2. Memorize glyphs by using radical changes

Many words can be changed into another new word by adding radicals, removing radicals or changing radicals, so that students can tell how a word is obtained by adding, subtracting or changing radicals from another word, and fully explore the transfer and association functions in students' minds. For example, beside the word "Jing" and "Ri", the wide prefix "Zuo" and "Piao" are removed from the word "Feng", and the word "Piao" is replaced with three dots of water.

3. Using the characteristics of pictophonetic characters, the radicals of pictophonetic characters are memorized to express their meanings, and the phonetic symbols are displayed by the phonetic symbols. This feature can effectively help students understand and remember glyphs. For example, "ducking" is the "ducking" of "dragonfly", so it is pronounced next to and on the right of the word "worm", and the whole word is also pronounced "q Ο ng". By thinking and explaining in this way, students can basically never forget anything.

4. Memorize glyphs with vivid and interesting stories

Some words can be grasped and compiled into short stories, so that students can unconsciously keep glyphs in their minds in a relaxed and pleasant atmosphere when listening to stories. For example, when teaching the word "swim", students can be told that swimming must have water (beside three points of water), the swimming pool is generally square (with the word "square" in the middle), and children must pay attention to safety when swimming (children), and they must be accompanied by adults (people).

5. Use the characteristics of pictographs to remember the words "mountain, mountain" in the textbook. Therefore, it's easy for students to memorize after observing physical objects or pictures.

6. Practice memorizing glyphs in various forms

In addition to letting students listen, read and make a certain amount of mechanical copying, teachers can "test" students with innovative exercises to stimulate their curiosity and strengthen their memory. For example, "Sun+Moon =? (Ming), every grass =? (Morning). You can also ask students to make up their own questions to test their teachers. In addition, you can also use riddles to grasp the characteristics of glyphs, hold competitions, consolidate and use them flexibly through multiple channels and forms, and help students memorize glyphs.

Third, cultivate students' independent literacy ability and learn to read in life.

When students master many methods in their studies, they can use them flexibly according to different situations of characters.

1. Sister characters, change deviations. In Chinese characters, there are many such phenomena, and changing radicals has become the main way for students to memorize new words. When learning "Wa", they will compare with "Frog" and "Wa"; Learn the "collar" and they will associate it with the "bell". I found out the relationship between glyphs, so it was much easier to learn, and I randomly reviewed the words I had learned before.

2. Take apart complicated words.

For words with complicated stroke structure, they will be separated and combined, making it difficult and easy. For example, there are many strokes on the right side of the roll, so the children use their brains and quickly come up with a memorization method: on the right side of the roll, the "clothes" are taken apart and a "gong" is put in, but the "gong" should be changed to a dot. In this way, students quickly remember such difficult words and remember them quite firmly.

3, easy-to-mistake words, using the characteristics to remember

When learning the word "rabbit", students easily forget ",",but the students thought of a good idea: "Teacher, that is the short tail of a small white rabbit. A small white rabbit is not cute without a short tail. Let's never forget it!" When learning the word "skewer", the students thought of mutton skewers: "I like mutton skewers best. Those two' mouths' are mutton, and that one is a stick for wearing mutton. Together, it is the skewer of mutton skewers." What a vivid image! The children are full of enthusiasm, and they remember the new word "string" in their happy laughter, which adds to their interest in learning and sense of accomplishment.

4, knowing the word, knowing its meaning, remembering its shape

Children don't know what knowing is, but they think such words are really interesting. For example, "crooked" and "crooked", students observe carefully to see if there is any special discovery. The word "dust" is a "small" above and a "dirt" below, and "small dirt is dust"! For this kind of special words, students understand its meaning and quickly remember its shape. In practice, students have developed the habit of finding the best way to read. Giving students the initiative, when they devote themselves wholeheartedly to thinking of all kinds of ingenious methods, literacy teaching not only becomes easy but also full of fun and happiness.

5. Literacy teaching must also be closely linked with students' lives. The teaching content, means and forms must reflect the characteristics of openness, flexibility and liveliness, so that students can enjoy learning in extensive, vivid and interesting activities and improve their literacy ability. According to children's cognitive rules, the first words that children recognize are most closely related to their daily life, such as "Dad, Mom, Me". Therefore, we can start with students' interests, lead students' vision to a colorful life, and advocate literacy in life. To guide students to read in life, we strive to be diverse, lively and interesting; Strive to combine inside and outside the class, communicate inside and outside the school, and reflect openness.

(1) read with the help of objects and pictures in life.

There are many ready-made objects in the classroom, such as doors, windows, platforms, blackboards, televisions, computers, projectors, and tape recorders. Word cards can be affixed so that students can recognize the words representing the objects when they see them. We also have a literacy competition by category to see who knows more words. For example, school supplies, fruits, vegetables, plants and animals.

(2) identify with the name of Xue, so that students can recognize words quickly and effectively.

At the beginning of the term, each student will be given a seating chart of the whole class, so that parents can help their children get familiar with the names of the whole class at home. You can make an exquisite name card for each student, stick it on the desk or hang it on your chest, so that students can know the name of the classmate at any time, so that the name of the classmate will be known soon.

(3) Make full use of campus cultural resources to guide students to read.

the garden of the classroom, the billboards on campus and the slogans in the window. Guide students to read while visiting the campus. When you meet students, pull them to your side and often ask, what is written here? Soon students can even recognize complex words.

Fourth, review and consolidate new words in various forms.

Pupils learn to read quickly and forget quickly. If the new words you have learned are not reviewed and consolidated in time, it is easy to forget them. Children can't master words at once. If you understand what you want to grasp, it does not mean that you have mastered it completely. It depends on whether you can apply it correctly and flexibly. More practice and application can not only broaden and deepen the understanding of words, but also exercise the accuracy and flexibility of students' logical thinking and improve their language expression ability. Therefore, students should be given enough opportunities to practice and use the words they have learned in teaching. To enable students to master new words firmly, they must do a good job in reviewing and consolidating, and the ways and means should be varied.

Driving a train: The teacher shows a new word and asks the students to spell the syllables and analyze the glyphs in sequence. If any student has a wrong pronunciation or incorrect glyph analysis, the train can't go on. Give an order to stop, and then it can continue to go on after it is repaired.

crossword puzzles: according to the characteristics of these words, guide students to do crossword puzzles to help them remember. For example: "One point one beam, a window is opened under the beam, with a big mouth open and a small mouth hidden inside." What word (height) riddle is guessed, and the word will be written.

Reciting rhymes: Teach students to recite rhymes when encountering difficult words. For example, the word "Lai": "Drop it horizontally and then add it horizontally, with one vertical in the middle of the word and one left and one right. This word will not be forgotten." In this way, students can learn the jingle by heart and write strokes.

Call number: Put the new word cards in the blackboard slot and number them. Ask one student to get up and ask: What is a certain number? Other students will answer. Ask and answer questions to strengthen students' ability to distinguish between sound-like characters and shape-like characters.

add bricks and tiles: write an incomplete word and ask the students to complete the strokes. For example, after finishing the three characters of water, cow and sheep, students not only remember the stroke order rules of the word "water" first in the middle and then on both sides, but also distinguish the vertical difference between the word "cow" and the word "sheep".

Find friends: Ask students to find the right words to match some words to form new words.

Sticking bark: Show a picture of a big tree with pinyin written on the trunk. Ask the students to stick a small card with new words written on it, and don't make mistakes.

Picking apples: Show a picture of a big tree, and apples with new words are hung on the tree. Students make a fruit basket (spell out the correct pronunciation and spelling of new words with cards) and pick the corresponding apples (new words). We can compete in groups to see which group picks more apples.

Fishing: Show a picture of a pond. There are many fish in the pond. Students say the corresponding new words, form words and go fishing on stage. It can also be divided into men and women and group competitions.

Dress and wear a hat: Write an incomplete word and ask the students to complete the strokes. For example, "fields, fields and water". After the completion, the students also remembered the difference between "field and field". (After dressing neatly) Make up words separately and say a sentence. It can also be used for new words composed of two familiar words. Ask students to practice combining words, such as "day" and "wood" to synthesize "fruit"

Fifth, combine reading and writing exercises to guide students to use the words they have learned.

comprehensive training is much better than just copying and memorizing new words, and it is beneficial to cultivate students' literacy and reading and writing ability. Generally, reading aloud, retelling, making sentences with words, speaking, writing and reading after class can be used to guide students to use the words they have learned.

combining literacy with writing. On the basis of students' initial mastery of the sound, shape and meaning of characters, they must continue to write in order to firmly master the font. At the same time, it is also an important task of Chinese teaching in primary schools, which requires students to write correctly and neatly.

combine literacy with reading. If you know words, you should let students study hard, read more and be familiar with them. We should always pay attention to cultivating students' practical and serious reading habits. When reading, you should be aware of your heart, your eyes and your mouth. To read word by word, first of all, it is required to read the pronunciation accurately and the content of each sentence clearly, and then read fluently on the basis of understanding the text, so as to correctly express the thoughts and feelings of the text.

As long as we are willing to use our brains and think of ways in combination with the actual situation, I believe we can effectively improve the efficiency of Chinese literacy teaching in the lower grades of primary schools.