Teaching methods of Chinese neologisms in primary schools

As our mother tongue, Chinese has penetrated into our lives and become an indispensable part of our lives. The following are the teaching methods of Chinese new words in primary schools that I have compiled for you, hoping to help you. Welcome to read the reference study!

1 teaching methods of Chinese neologisms in primary schools

First, stimulate students' interest in words and guide students to participate

"Interest is the best teacher." Without interest, there is no fun and motivation to learn. Interest in learning is the most active factor in the driving system of students' learning behavior. With interest, students will learn actively. Without interest, students don't want to study and feel that learning is a heavy burden. Kong Old Master Q, a great educator in ancient China, also said: "The knower is not as good as the good, and the good is not as good as the knowledgeable."

It can be seen that interest is important to students' learning, especially the active children in primary schools. In the process of Chinese vocabulary teaching in primary schools, as teachers, we should do a good job in vocabulary teaching effectively. Therefore, the first thing we should do is to stimulate children's interest in literacy, use children's interest to stimulate their enthusiasm and initiative, and guide children to actively participate, and change "I want to learn" into "I want to learn" and "study hard" into "enjoy learning".

In teaching, in the process of stimulating students' interest in literacy, teachers should pay attention to the transition guidance from concrete to abstract because primary school students are sensitive to images and concrete things. Teachers can use stick figures to inspire students, encourage students to think and speak actively. What's in the picture leads to words through the characteristics of pictograms, so that students can associate them with words and have interest.

In addition, pupils are curious. On the basis of certain words and vocabulary, teachers should guide and encourage students to read what they can, so that students can have greater interest while reading. Only in this way, through teachers' conscious guidance, can students gradually become interested in literacy, thus releasing great motivation, actively participating in the teaching process and promoting the improvement of teaching efficiency.

Second, adopt reasonable teaching methods to guide students to read and improve teaching efficiency.

1, using game literacy to guide students to read.

Pupils are fun and active, and it is the nature of every pupil to love games. Games are also one of the essential activities in the growth of primary school students. The so-called game literacy method refers to the use of games and the unintentional attention of primary school students to make the recognized words more consolidated. In teaching, teachers can set up various game situations, so that students can establish a benign connection between words and games, and students will find learning very interesting.

Primary school students also like to play a game repeatedly, so word games are no exception. It allows students to learn and consolidate the words they have learned in the game. For example, in the game of "finding friends", the learned words are separated by radicals and pronunciations, made into cards respectively, and put together casually. In the game, the teacher reads a word, such as "think", so that students can find "phase" and "heart" in the chaotic cards and put them together to become good friends.

In this way, by guiding students to learn while playing, it not only increases the fun of literacy, but also stimulates students' thinking, and the teaching quality will be substantially improved.

2. Be good at guiding students to read in life.

As our mother tongue, Chinese has penetrated into our lives and become an indispensable part of our lives. Texts and words in primary school Chinese textbooks can be found in our real life. In the process of Chinese vocabulary teaching in primary schools, simple classroom teaching is boring, and students will be bored without diversified teaching methods.

In view of the close relationship between Chinese vocabulary and our real life, if teachers can effectively link vocabulary teaching with students' real life and guide students to read and use vocabulary in life, it will not only help students understand, master and strengthen their vocabulary knowledge, but also promote the formation of students' other abilities and qualities, develop their thinking, cultivate their language sense, stimulate their interest and feel the wonderful language and culture of the motherland, thus making vocabulary teaching look interesting.

For example, there are propaganda slogans, school motto, student norms, blackboard newspapers and so on. On campus, this can be a learning resource for literacy teaching. Children like watching cartoons. Children are generally familiar with the names of cartoons, the names of the protagonists and related contents. Teachers can take advantage of this opportunity to let students know the words related to comics through the combination of pictures and texts.

In teaching, teachers should combine appreciating words, memorizing words, understanding texts and students' understanding of the world in time and effectively, enrich the vivid materials in real life into Chinese teaching, make the teaching of Chinese words in primary schools come alive, guide students to learn efficiently and continuously improve teaching efficiency.

Third, be good at reading and guide students to constantly scrutinize the connotation of words.

The unique characteristics and charm of Chinese characters require students to understand Chinese characters in various applications such as reading and writing. An important purpose of primary school students' literacy is to read. Xia Zun once said: "In the minds of people with a keen sense of language,' red' not only represents red, but night is not necessarily the antonym of day. Pastoral is not just a place to grow vegetables, and spring rain is not just spring rain.

When you see the word' new green', you will feel the endless purport of hope, natural chemicals and youthful vitality. When you see the word' fallen leaves', you will feel the infinite meaning of impermanence and loneliness. Really live here, really literature is here. "Reading" is a process for students to understand and internalize language.

In the teaching of Chinese words in primary schools, while doing a good job in basic literacy, vocabulary and basic skills training, teachers should also be good at combining word teaching with students' reading, guiding students to chew words, grasping wonderful words and sentences in the text, analyzing, comparing, scrutinizing, understanding words, savoring the charm of language, guiding students to constantly experience and scrutinize in reading, improving students' perceptual cognition and strengthening students' words, which can not only make students feel the words in the article,

2 teaching methods of Chinese neologisms in primary schools

First, show the charm of Chinese characters in primary school Chinese vocabulary teaching and stimulate students' interest in learning.

Interest in learning is the most active factor in the driving system of students' learning behavior. Interested students will learn actively and happily. If they are not interested, they don't want to study. Even if you barely study, you will feel a heavy burden. Psychologists believe that the best motivation for learning is interest in the materials learned. When primary school students learn words, they pay attention to the Chinese words themselves. If students find it difficult and boring, they are unwilling to learn.

Language itself is a kind of culture, and Chinese characters contain rich cultural information. If the teacher can go deep into the laws of Chinese characters and explain some laws that students don't know, students will find it interesting and willing to learn.

Second, speaking like a book in reading comprehension.

Chinese teaching pays attention to the teaching of words and sentences. In teaching, if we grasp the most critical words in the text and use various methods to guide students to deeply understand the meaning of words and sentences, students can learn smoothly and achieve the expected goals. Start with understanding the meaning of words, use life experience usage to understand the meaning of words and sentences, understand what the author wants to express, and then understand how the author expresses it.

Then go back to the sentences in the article for in-depth understanding, from words to sentences, clauses to paragraphs, and then to the article, layer by layer, and then explain them in simple terms. From the content of language to the form of expression, it goes round and round, which is the law of Chinese teaching.

Third, use evaluation to guide students to learn words independently, guide students to evaluate independently, and promote active improvement and self-growth.

The growth of students is actually the growth of students' initiative. To realize the active growth of students' self depends on the external strengthening of teachers and the creation of growth environment. Under the new curriculum concept, evaluation is an organic part of curriculum teaching and an effective educational means to promote students' development. It pays attention to students learning more learning strategies and provides them with various opportunities to show what they know and can do.

It can promote students' self-awareness, self-education and self-development. (A specific evaluation criteria, so that students become active participants. (2) The evaluation process is contextualized, so that students can feel the method and experience the process. The development of human cognition is the interaction between the adaptive mechanism of self-regulation and the external environment. Learning is an internal psychological process that learners actively construct.

This requires teachers to consciously design some life scenes, so that students can actively participate in the evaluation process on the one hand, and acquire knowledge, learn methods, learn to learn and promote development in the process on the other.

Fourth, develop literacy resources and cultivate autonomous literacy.

Curriculum standards emphasize that teachers should actively guide students to use books, newspapers, movies, trademarks, advertisements, etc. for autonomous literacy, and often exchange the results of autonomous literacy with classmates. Modern society is a fast-paced information society, and the opportunities for students to contact new knowledge are greatly increased. The advanced nature of modern media enables students to receive information more quickly and widely. It provides students with a broad reading space.

Students' familiar life world will become an important resource for them to learn words. Children have the nature of learning, which is manifested in their interest in learning. This exciting force is the driving force of learning. Students have their own cognitive resources for information. As an educational resource, students are an active resource with the characteristics of endless life, more use and richer use.

When improving teachers' teaching methods, we should not only consider teachers' own knowledge, but also consider how to use students' knowledge, that is, their own educational resources.

3 teaching methods of Chinese neologisms in primary schools

First, the clever use of associative imagination-"thinking" middle school

Association and imagination are two important forms of human thinking activities. Many Chinese characters in China have the characteristics of "distinguishing meaning by reading words and distinguishing shape by reading words". Therefore, in literacy teaching, making full use of association and imagination can help students read and recognize characters effectively, master the basic meaning and extended meaning of Chinese characters, and thus improve literacy quality.

For example, if we know the Chinese character "Duo", we can visualize the abstract literal meaning and put two groups of literacy cards on the podium, a pile of 20 cards and a pile of 5 cards. Obviously, we can understand "duo" and explain new words at the same time, so that students can associate it with "shao", which can be further extended to antonyms in the teaching of new words.

For another example, when understanding "Hugh", first explain the shape and composition of this new word, and then guide the students to imagine that the person standing next to him on the left is "person" and the wooden character on the right is "tree". At this time, students will soon think of "leaning on the edge of a big tree alone" as "Hugh"

For another example, when understanding "sleepy", the teacher can help students imagine that "a tree is planted in the middle of a square wall" so that the "tree" can't get out. This can not only cultivate students' thinking ability and imagination, but also improve the effect of literacy.

Second, the clever use of fun games-"music" middle school

Usually, primary school students have short attention span and are curious and playful. If teachers always use a teaching method to teach new words, it will inevitably make primary school students feel bored and greatly reduce their interest in learning new words. Therefore, primary school teachers can use games to stimulate pupils' interest in learning new words, read in happiness and improve students' initiative in learning new words.

If we can use the time before morning reading to play the game of "drilling caves", each student will arrive at school at a different time. The first student to arrive at the class will be given a small red flower if it is completely correct, and the students who come later will stand on the podium and read the words. Those who can't read can be taught to read until they are completely correct.

Another example is the specific process of "spelling contest": the teacher gives each student a card, and each card is either the radical of a word or the component of Chinese characters. Teachers can ask students to get up and say their cards in turn, and then find out the matching radicals. After all the cards are combined, the teacher can ask the students to explain the meaning of new words, or make words and sentences. One group of students can recommend the next group of students after completing the task.

This not only enriches the form of teaching new words, but also improves students' interest in learning new words, masters basic Chinese sentence-making and activates students' thinking.

Third, skillfully borrow picture cards-"picture" middle school

Pictures and cards are the basic tools for teaching Chinese new words in primary schools. In many cases, teachers use pictures and cards to teach new words. The structure of Chinese characters in China mainly includes pictographic characters, comprehensible characters, pictophonetic characters and loanwords, among which pictographic characters are the basic part of Chinese character structure. Most of the pictographs in early Chinese characters in China are like a clear picture, while a considerable number of ideograms in modern Chinese characters are composed of several pictographs.

Therefore, in the process of teaching new Chinese characters in primary schools, pictures and cards can be used to assist Chinese character teaching, which will deepen students' impression of Chinese character structure and improve their interest in learning Chinese characters. For example, when learning the word "sowing", you can use a picture: a farmer inserts rice into the field with one hand. The left side of the word "Bo" is next to the hand, and the right side is the upper and lower structure. The structure of the whole new word conforms to the meaning expressed in the picture.

For another example, when learning the word "prisoner", you can use a picture: there is a person sitting in the middle of a square house without windows and doors, and that person is in pain. The students read the words and listened to the teacher's explanation, and soon understood the meaning of "prison".

For example, most words with the shape of "feet" indicate actions related to feet. At this time, teachers can show pictures representing various actions, such as "kicking", "skipping rope", "stomping" and "running", which can link several words with similar shapes, strengthen students' memory of new words, reduce the probability of students writing typos and improve the effect of students' literacy.

4 teaching methods of Chinese neologisms in primary schools

First, stimulate interest in learning

Interest is the best teacher, and interested students will study actively and happily. Psychologists believe that the best motivation for learning is interest in the materials learned. When primary school students learn words, they pay attention to the Chinese words themselves. If students find it difficult and boring, they are unwilling to learn.

Language itself is a kind of culture, and Chinese characters contain rich cultural information. If the teacher can go deep into the laws of Chinese characters and explain some laws that students don't know, students will find it interesting and willing to learn.

Second, use various methods to read.

Reading and writing advocate learning together in and out of class. In-class literacy extends to extracurricular activities, and the sustainable development of extracurricular literacy activities is our goal. I told my children that China's Chinese characters are wonderful. A Chinese character can be a poem, a picture, a nursery rhyme or a story.

According to their own life experience, students are inspired to memorize the sounds, shapes and meanings of words in class by various methods, such as students' familiarity, radical words, adding one, subtracting one, changing one, disassembling parts, composing ballads, guessing riddles, grouping homework and playing games. For example, when teaching the word "snow", I use crossword puzzles to let students guess what the word is: "Heavy rain washed down a mountain".

Let the students make up their own riddles according to the glyphs, and let everyone guess. Game literacy takes many forms, so that students can learn in happiness. For example, the game "Woodpecker" is to know new words or words by "driving a train". Please read the correct words with them. If you read it wrong, you can be a "little woodpecker" and stand up and correct yourself.

If you don't stand up and correct yourself, other students will strive to be "little woodpeckers" to help correct them. If the correction is correct, everyone will follow. If it is still wrong, other students will strive to be "little woodpeckers" and proceed accordingly. You can also teach game literacy by sending letters home, sitting in the right position, performing scenes, calling out a number and showing pictures.

Interest is a tendentious psychological feature. Interest is the best teacher. Once students have a strong interest in literacy, they will have a strong desire for knowledge. After learning certain literacy methods and skills, they will not only attach importance to literacy in class, but also use various forms of literacy after class. In extracurricular literacy, I ask students to use a "literacy bag", tear off one side with playing cards or cartoons, write down new words on it, and note pinyin.

You can also attach comments from classmates, teachers and parents. In addition, reading after class is of course a classic learning method, and the purpose of literacy is to read more books and increase knowledge. Extracurricular literacy can use literary classics, self-reading textbooks, school-based tutorials, etc.

Third, literacy in reading.

How can Chinese teachers in primary schools inspire students and guide them to read better through reading? "Reading with the text" is the highlight of literacy teaching and one of the main tasks of reading teaching in lower grades. In a sense, low-level text reading only provides a broader language environment for literacy, allowing students to read three-dimensionally with the change of context. There is an old saying in learning Chinese that "words cannot be separated from words, words cannot be separated from sentences, and sentences cannot be separated from the beginning".

The so-called "contextual literacy" means that in the process of literacy teaching, we should always create contextual conditions and combine the use of Chinese characters to strengthen the literacy effect of students. The national standard experimental textbook advocates the synchronization of knowledge and practice, and integrates knowledge and reading. Instead of solving the problem of pronunciation, form and meaning of new words in the whole class at one time before reading the text, we should solve the problem of pronunciation, form and meaning in stages with the development of reading activities.

In particular, the understanding of word meaning should be gradually deepened with the understanding of text content and emotion. Therefore, it is necessary to deal with the relationship between knowledge and reading in teaching. In the process of reading the text for the first time, you can concentrate on reading and pave the way for reading. If we want to learn more deeply, we must also learn new words in a specific language environment.

The first thing is to pronounce the pronunciation correctly. Teachers can guide students to read the text and understand these words in context, which is an effective literacy method and a widely used teaching method. The second is to understand the meaning of words. In the process of literacy teaching, we should always pay attention to consciously grasping the whole teaching of Chinese characters' sound, form and meaning, that is, deepening understanding through the combination of sound and form, form and meaning, word formation and sentence.

In a word, to consolidate the teaching of Chinese character literacy, we should follow the language rules of Chinese characters, understand the meaning of words and sentences, deepen our understanding from the relationship between word meaning, font and sound, and consolidate the meaning of words.

Fourth, consolidate in review.

Review the past and learn the new. Literacy must strengthen practice and consolidate review. In order to avoid forgetting after learning, students should go back to review. For example, students consolidate their memory of glyphs by writing. The mastery of words lies in the correct use in listening, speaking, reading and writing, and words can be consolidated in repeated use, because the repetition rate of words in use is high and students' memory effect is good.

Teachers use word formation, speaking and writing, and guide reading after class to achieve the purpose of consolidating literacy. For example, let students read the text several times before class, and look it up in the dictionary if they don't understand it. Because of reading the text many times, the repetition rate of new words is high. You can also carry out some literacy competitions to see who reads more, so that you can not only consolidate the new words you have learned, but also get new words from other students, and you can also hold reading competitions to review new words.