What are the ways to teach first-year students to read?

Effective literacy teaching is not only a tool to the ocean of knowledge, but also can enhance children's love for the language of the motherland and their understanding of culture, and promote the development of students' good character and willpower. Next, I will sort out the methods of teaching first-year students to read, for reference only, hoping to help you!

First, read according to the characteristics of students.

The first-year students are young, inattentive and have no intention of paying attention to the dominant position. I pay full attention to this point in literacy teaching. I read in several ways that students are interested in.

reading ability

The text of senior one is very readable. When I give a lecture, I sometimes play a recording of the text to the students. Then read the text to the music. Or listen to the teacher read aloud, and the students read along, with expressions and actions. You can watch whatever you want. Go to the front and perform reading and reading aloud, and the words will be memorized in your mind. In addition, learning from teachers and understanding the meaning of words will deepen the impression of words. In the process of teaching writing, students can fill in pinyin by themselves, which will further deepen their impression of new words. By reading the word card, you can remember it firmly.

(B) the creation of situational literacy

Interest is the best teacher. Reading with activities is also effective. For example, learning the lesson "Supermarket", I organized a supermarket for primary school students, so that students can use RMB to bring their school tools to the supermarket for shopping. You must know how to read when you buy things in the supermarket. New words are the key, and keywords can only be bought if they are written in sequence. Students have high interest and it is not difficult to read. In the lesson of "Garden", I drew a stick figure on the blackboard, and then put all kinds of vegetables in front of the blackboard to make the classroom look like a vegetable garden. In class, I ask the students to leave their seats, look, touch, smell and recognize them. When they are familiar with the vegetables, they should read the labels. In this way, students can read naturally, just like working in a vegetable garden, and literacy has become a happy thing.

(C) to stimulate students' imagination

Interest is the motivation to stimulate children's learning. Although the first-year students are young, they have a strong sense of innovation and a strong desire to express themselves. After giving them literacy methods, they are happy to let them read by themselves. Some students compose words into songs, such as the word "earth", and some students compose "ten strokes and one horizontal turn into the earth"; If there is curl on the Wood, then "Wo" is "wo". Other students play charades, such as: What's on the house? It's a baby hijab. There are also familiar words to remember new words, three points of water and three divisions of labor, which is the "river" of the Yangtze River. After students' enthusiasm for learning is mobilized, they will take the initiative to read. With high enthusiasm for literacy, literacy will be easy and the effect will be good.

Extracurricular literacy

Literacy teaching needs textbooks, which are the basis of learning Chinese. However, it is far from enough to rely on only a few textbooks for literacy, because what textbooks can hold is really limited. Although most new words have to appear in textbooks several times, most of them do not reach the number of times for students to form permanent memories.

As for the polysemy of new words, it is more difficult to reflect it many times in limited teaching materials. Therefore, I guide students to extend the study of textbooks to extracurricular activities and combine students' learning of new words with real life. Billboards, commodity packages, newspapers and magazines that students come into contact with in their lives have become good materials for students to read. Let them collect, cut, draw and paste, and it will become a "literacy textbook" with pictures and texts. Take the collected "textbooks" to the school exhibition to see who reads more. In this process, students can use their hands and brains to experience the creative process of collecting, sorting and arranging, which not only exercises students' ability to collect materials, but also increases their literacy, with good results.

Second, the method of consolidating literacy is also very important.

First-year students are young, remember quickly and forget quickly. How to consolidate literacy is crucial, otherwise, no matter how good the method is, it is also a temporary happiness. In teaching, I adopted the following methods:

Magical memory

("exchange", "plus one", "minus one"). The word formation method of Chinese characters is mainly pictophonetic characters. The pictophonetic characters in modern Chinese characters have reached more than 90%. In literacy teaching, "changing radicals", "adding radicals" and "subtracting radicals" are good literacy methods. On the basis of accumulating certain radicals, we can achieve twice the result with half the effort by means of "change" or "addition" or "subtraction" and using the characteristics of pictophonetic characters "phonetic radicals are helpful for pronunciation and morphological radicals are helpful for distinguishing meanings". There are not only pictophonetic characters, knowing characters and pictographic characters, but also adding and subtracting strokes to replace the old ones and expand the literacy.

(2) Consolidate new words in the game and find friends.

Students are willing to accept this method. Sometimes I use the lyrics of finding a friend to recognize words, such as: find, find, find a friend, who is my good friend, I am "shān", who are you and who is my good friend. The student took the word card and said, "You are" shān ",I am" Shan "and I am your good friend. Knowing Chinese characters through games not only stimulates the interest and enthusiasm of first-grade primary school students in reading Chinese characters, but also makes them feel the happiness of "learning while playing".

(3) Driving a train game

Driving a train (in groups) Other children learn the sound of "Woo-kacha, kacha" when the train starts. The teacher shows the new words and asks: Where does the train leave from? Health: The train leaves from me! Let a group of students read the pronunciation, recognize the characters and analyze the glyphs in sequence. Whoever makes a mistake, the train will stop and choose other groups of mechanics to repair it (emphasis on pronunciation). After the repair, the train continued to run (the students who read it incorrectly read it twice). Understanding Chinese characters in this way can enliven the classroom atmosphere, and most importantly, it can deepen students' impression of the wrongly read Chinese characters at that time, consolidate the image of this Chinese character in students' minds and deepen their memory.

(4) big turntable

On the big turntable, cards of new words are arranged in a circle around the turntable. When the pointer of the turntable turns to which word, the pronunciation of which word is read. Students also take turns reading. Students who read the wrong words stand up and sit down when they read the right words. This small "punishment" can increase students' interest in learning and let primary school students memorize Chinese characters.

(5) Picking apples

I'm going to prepare an apple teaching aid, hang up new words, pick up what I read correctly and read quickly. Whoever reads more and reads correctly will have more apples and more red flowers. It can make primary school students have a strong interest in this game-based literacy method. Using apples and safflower as teaching AIDS can make primary school students actively participate in the activities of recognizing Chinese characters, which is a double harvest, not only harvesting "apples" but also harvesting knowledge.