Children's Chinese Characters: Teaching Methods of Literacy in Lower Grades

Teaching methods of literacy in lower grades (1)

First, the creation of teaching situations

Interest is the motivation to stimulate children's learning. Games are a popular form of children, who like to imitate and express. In teaching, teachers should use games to stimulate students' interest in learning abstract words and symbols, and continue to teach in the forms that children like, such as crossword puzzles, finding friends, and riding around windmills ... These games from children's pre-school life are introduced into the classroom, making the classroom a paradise for students to learn.

For example, this semester, when I was learning new words such as "He, Hugh, Ti, Gang, Companion, Residence, Occupation, Martial Arts, Fu, You, Fu", I made a paper turntable and wrote the words "Ye, Mu, Ben" on the small turntable. When the turntable turns, students scramble to read, and students feel the fun of preschool games in class, so they will be interested in literacy.

Second, teach students in accordance with their aptitude

Because children come from different families and have different levels of preschool education, it is normal for them to have different literacy skills. For students with different literacy levels, we should respect differences, pay attention to the guidance of literacy methods, and constantly improve their literacy ability. After showing new words, I never rush to teach reading. Instead, let the students talk about which words they know first, recall where they saw them and how you remembered them, and let the students next to me communicate with each other. For some systematic knowledge, I will also take some time out in class to summarize and help students remember. For example, if you learn some radical words, you can summarize them all for the students. After learning the words beside the word Zhu, it can be summarized as: "beside the word, deform, express language, say, read and speak". In classroom teaching, I give the initiative to children, let them discover the rules and problems, and let them read in their favorite ways and methods. This can often achieve unexpected learning results.

Third, use interesting literacy method.

In classroom teaching, I teach students a variety of literacy methods, so that students can read in a relaxed and happy environment. Only by creating a good literacy teaching atmosphere and constantly stimulating students to experience the fun of literacy can the classroom become a paradise for students to learn.

1. Crossword puzzle: Many Chinese characters can be used to make riddles. The process of students' crossword puzzles is the process of memorizing glyphs. Such as "ten mouths, one mind (thinking)", "two children sitting back to back on the mound" and "biting off the cow's tail (telling)" can arouse students' curiosity, gain success and joy in the process of guessing, and unconsciously know more Chinese characters.

2. Make up children's songs:

I find that compiling some learned words into children's songs with corresponding meanings and easy to remember can help students master some difficult new words easily and help students deepen their understanding and memory. For example: "Birds"-"Birds are less black, crows seem to have no eyes; I can't see clearly because my feathers are black. " "Seven"-the tail of the cross is bent, which is three less than ten. "Horse"-there are walls on three sides, one side is empty, and there is a baby in it.

3. Make up stories and remember glyphs skillfully:

Pupils are young and generally like to listen to stories. If you use your imagination, you can weave abstract words into vivid stories according to glyphs, which not only makes boring and abstract strokes full of aura, but also adds interest to literacy. For example, when teaching the word "look", you can tell students that the upper part is like a hand and the lower part is an eye. In the distance, a the Monkey King came. He put his hand on his eyes and looked forward to see if there was a monster! By telling stories, cultivate students' imagination and improve their oral expression ability.

4, addition and subtraction literacy

When teaching literacy, I take out some innovative exercises to "test" students, stimulate curiosity and strengthen memory. For example, "door+mouth =?" (Asked), "Morning+Damn =?" (in the morning) "rotten grass =?" (Morning) At the same time, let the students make up their own questions to test the teacher, such as "Sit-Soil =?" (from), "Li+Tian =?" (voice) and so on. In this way, students' learning mood is high, everyone wants to try, and students' ability to think and judge quickly is also cultivated.

In addition, I also pay attention to guiding students to observe and discover the similarities and differences between similar characters with their own eyes. Some words with similar shapes and different shapes are remembered by changing the radicals, which are called "sister words" and "twins". For example, the words "frog, wow, baby, depression" and "please, clear, affectionate, clear" were found out, and it was much easier to learn, and I also reviewed the words I learned before at will.

I usually use "driving a train" the most. Every time, I first ask, "Where is the train going?" Students will scramble to say, "The train is coming!" If a student says something wrong or can't read, the train will stop and let other groups of "train mechanics" help "repair". Also changed the double-track train, mountain climbing train and so on. It brings fun to literacy and improves the effect of literacy.

Fourth, make full use of multimedia.

Things that change dynamically are particularly easy to attract children's attention. In real life, almost every pupil is fascinated by three-dimensional "animation". According to the students' psychological state, it is a good method to use multimedia to read. With the support of multimedia, Chinese characters can appear in different forms, so that the sound, form and meaning of Chinese characters are no longer out of touch. For example, when learning "mouth, eyes and ears", we can use animation to demonstrate the physical changes of Chinese characters from ancient times to the present, so that students can understand what "hieroglyphics" mean and deepen their understanding. Using simple pictures instead of teachers' complicated explanations is undoubtedly more suitable for the psychological characteristics of first-year students.

"Changing the static state into dynamic literacy", the first grade text has less content, more poems and rhymes, microcomputer typing and big screen presentation. After reading the text, change the words to be learned into colors or flashes to attract students' attention and let them read, from clauses to words, and then to words. In this way, students are very interested in learning Chinese characters. You can also make some visual words into flash and show them to students. For example, the lesson "Little Painter in the Snow" can show the footprints of small animals to children, which is not only a consolidation of the text content, but also a good way for urban students to get in touch with life and understand society. However, it is worth noting that the content of multimedia use must change with the design of your own classroom, instead of copying the resources on the network, it should be used by yourself, so as to become the crowning touch to help students read.

Fifth, let life become a big stage for students to study.

The creation of Chinese characters comes from life, and literacy teaching should also come from life and move towards life. Take advantage of the favorable conditions in students' life to form a sensitive and strong interest in literacy. For example, signs and advertisements on the street, televisions and computers at home, school wall newspapers, slogans, labels on flowers and trees, and campus cultural walls all closely link Chinese with life. Exercise book literacy, home literacy, social literacy. In this way, over time, many words are imperceptibly remembered by students. Taking life as a Chinese classroom and reading on the stage of life can increase the amount of literacy, easily enhance students' sense of accomplishment in literacy and improve the efficiency of literacy more effectively.

There are many ways to read. "There are rules in teaching, but there are no fixed rules in teaching." We should use our brains to create the most suitable teaching methods for our class according to the actual situation of the class, and keep exploring and trying. In addition, we should constantly use knowledge to expand ourselves, learn from others' excellent experience, and find an effective method that suits us from many methods and turn it into our own use. In short, it is the happiest thing for every teacher to try to make children taste happiness from literacy learning, feel a sense of accomplishment, be able to read independently in life, change passive learning into active learning and become the master of learning.

Teaching methods of literacy in lower grades (2)

Literacy is a very boring job. So, how can we improve children's literacy? How can we make children have a strong interest in boring Chinese character teaching? It is undoubtedly a challenge for me who just took over junior high school Chinese teaching. In this regard, I have consulted many teachers who have many years of experience in junior high school Chinese teaching, and have been studying teaching materials to organically combine curriculum standards with teaching and teaching materials. Through continuous exploration in teaching, I have come to the conclusion that reading textbooks, grasping literacy requirements, stimulating students' desire to read actively, innovating literacy teaching methods and exploration methods, and improving literacy ability.

First, the interpretation of teaching materials

According to the concept of "separation of recognition and writing, more recognition and less writing" put forward in the New Chinese Curriculum Standard, the main problem of recognizing more and writing better is solved. Literacy and writing are the focus of teaching in grade one and grade two. How to make use of the characteristics of Chinese characters, follow the law of literacy, adopt various forms that children like to see and hear, speed up the recognition of Chinese characters, improve the quality of writing, and make primary school students enter the stage of reading with Chinese characters as soon as possible is a problem that we should focus on solving in the experimental teaching materials. In the textbook, each group arranges a literacy class, which is more related to the literacy of the text. The literacy of the textbook of People's Education Edition gives us a new concept of literacy teaching: developing multi-channel literacy channels, advocating more recognition and less writing, and reading early. Its significance lies not in the innovation of literacy forms, but in lowering the requirements for literacy, changing the multi-dimensional literacy teaching requirements into one-dimensional cognition, and preparing for a large number of literacy and reading. At the same time, independent literacy classes are arranged in the lower grades, which are presented in various forms of verse, which not only provides a language environment, but also catchy. For example, the first group is idiom songs, the second group is three-character classics, the fifth group is riddles, the sixth group is quantifier songs and the eighth group is proverbs.

Japanese scholar Ishii Xun's experimental research proves that the literacy ability of first-grade children is also the favorite, and then it declines year by year. This conclusion is considered by the World Conference on Human Development as a research achievement that contributes to all mankind. The first grade is the period when children can read. Therefore, the textbook of People's Education Edition is arranged with 400 words for Grade One and 550 words for Grade Two.

Second, stimulate students' desire to read actively.

The second volume of "Chinese New Curriculum Standard" points out that "we should pay attention to guiding discovery, provide students with opportunities to show as much as possible, let students enjoy it, learn something, and let students have a sense of accomplishment." Teaching practice shows that literacy teaching will get twice the result with half the effort as long as students like literacy and have the desire to read actively. So how to make the first-year students establish the desire of active literacy?

1, creating a relaxed and pleasant classroom atmosphere. In order to make students like literacy, we must first let them have no psychological burden and dare to speak freely in class, so it is very important to create a democratic, equal and harmonious relationship between teachers and students. According to the traditional view of learning, whether learning happens depends on the teacher's teaching. The process of learning is pride, and it is also the process of presenting, organizing and transmitting knowledge. The task of students is to absorb as much knowledge as possible like a sponge. The current educational concept should provide students with an environment that can make them feel their own value and importance, full of adult care, and create opportunities to establish good relations. At the same time, teachers need to create opportunities for students to find positive role models and experience the relationship between mentors and friends in an atmosphere of mutual support and concern. Practice has proved that students' interest and initiative in learning in this atmosphere will often produce twice the result with half the effort.

2. Give students more encouragement and evaluation. Research shows that when students don't have to worry about failure and realize that what they have learned is very meaningful, or get the support and respect of teachers in the learning process, they will naturally devote themselves to learning with high enthusiasm. Gao Linsheng, a special-grade teacher, once said in a lecture: "Learn to coax children" and "Prepare a hundred tall hats for students to wear, and wear them sincerely". In teaching, I often say to students, "What a good way you recite words!" "Teachers should also learn from you. Great! " "The teacher admires you very much." "Your reading voice is really loud!" Students' desire for literacy will be more aroused in the teacher's praise. At the same time, it also gives students the pleasure of success, makes them feel that literacy is very interesting, and makes them like learning Chinese characters.

Third, innovative literacy teaching methods

In the current classroom teaching, the effectiveness of teachers' classroom teaching methods will affect students' interest in learning. How to stimulate students' interest in learning is also a common problem faced by our teachers. I have a deep feeling in this year's Chinese literacy teaching. In fact, it is imperative for teachers to innovate teaching methods. According to the age characteristics of first-year students, I use a variety of activities to teach literacy.

(1) Game activity literacy. The "mechanization" of literacy is boring, which easily causes students' boredom, thus affecting the learning effect. Children aged seven or eight are particularly lively and full of curiosity about everything around them. According to the age of students and the characteristics of new textbooks, following students' cognitive rules and starting from students' psychological characteristics, lively game teaching forms are adopted in teaching, so that students can fully enjoy the fun of "playing" in the game and arouse the enthusiasm of memory in conscious "playing", making literacy teaching both interesting and effective.

(2) Reading by using the word formation rules of Chinese characters. In literacy teaching, how to unify the sound, form and meaning of words has become a difficult point. It is very beneficial to guide students to gradually understand, experience and summarize the laws of Chinese characters in literacy for solving the difficulties of fonts. Although Chinese characters are complex, there are still rules to follow. In Chinese characters, single words account for a small part, and most of them are combined words. The pictophonetic characters account for 80%-85% in the compound words. Pictophonetic characters are generally characterized by phonetic symbols beside the shape and phonetic symbols beside the sound. For example, when teaching a group of pictophonetic characters such as "ask", "smell", "stuffy" and "flash", I ask students to say what their radicals mean when they have mastered the pronunciation and font of the basic word "door". What students will say is related to their mouths, and those with ears inside should listen with their ears. Related to the ear is "smell"; The contents are related to people's mood and are "boring"; People hiding behind the door are "flash". You can distinguish memory by "changing". Many new words can also be memorized by changing literacy methods. I found that I used the "change" literacy method to guide students to remember and consolidate new words.

Fourth, explore methods.

The second volume of the new Chinese curriculum standard points out: "The textbook runs through the idea of encouraging students to read actively in life and after class. And from attaching importance to teacher teaching to facilitating students to learn. " Mr. Ye Shengtao once pointed out: "Chinese is a subject to develop children's minds." More literacy is conducive to the development of children's thinking, and literacy can make children more and more intelligent. Research by James Cornell and Richard Ryan shows that when teachers give students more opportunities to make decisions or control the learning process independently, students' learning motivation will be greatly improved. Therefore, our teaching should not be limited to a few sentences in the text, but should broaden the space for literacy, put literacy teaching in the background of life and make life a stage for literacy.

1. Learn to read in life to consolidate glyphs. The new curriculum emphasizes that teachers should guide students to be literate people in daily life, recognize whatever words they see, and consciously communicate literacy achievements with their classmates. Children can read at any time in their lives, because the literacy resources in life often meet them. Most children know "KFC", "McKenna" and "Tianhe Shopping City", and they can also tell their favorite foods when shopping in the supermarket. This shows that the recurring glyphs in life can form long-term memory or even permanent memory. Therefore, I guide students to know the name of the street building where they live; Go out with your parents and recognize bus stop signs, hotel signs and neon signs; Know all the places of interest, words on stone tablets, etc. This greatly improves the presentation probability of new words in textbooks, thus consolidating the new words in textbooks and inadvertently expanding children's literacy. We should consciously arouse students to independently and freely link literacy with life, so as to apply what they have learned and enrich students' accumulation.

2. Cultivate literacy in extracurricular reading. Freshmen can basically master Chinese Pinyin in about 5-7 weeks, and can read some simple children's songs and stories with syllables. At this time, if we can guide students to read some extracurricular books that interest them while teaching new words, we can not only stimulate students' reading interest, but also understand the meaning of words in a specific language environment. Driven by this idea, I began to train my children to read after class. To this end, I set up a book corner in my class to mobilize students to donate extracurricular books and reading materials voluntarily. The children are very keen on donating books to the class. I offer reading classes every week, so that students can choose freely. Maybe they didn't understand the contents of the book, maybe they were just attracted by colorful pictures, maybe they thought this reading method was fresh and interesting, and anyway, they fell in love with reading. "Interest is a teacher." With interest, you have the motivation to learn and the desire to read actively. In addition, I also ask students to write down the reading time, title, author and good words after reading an article or a book. It can not only increase literacy, but also help students accumulate beautiful words. I also hold exhibitions and exchange activities in my class regularly. Reading has greatly increased children's literacy and enriched extracurricular knowledge.