Literacy teaching method

Vocabulary teaching is the most important content in Chinese teaching in basic education. How to teach children correct, fast and efficient literacy methods is an urgent problem in primary school literacy teaching. Next, I sorted out the literacy teaching methods for everyone. Welcome to read!

Literacy teaching method

First, create opportunities to improve interest in literacy.

Adopt reasonable literacy forms according to different texts. Generally, when there are many new words and the text is long, centralized literacy can be used, which can save literacy time, cultivate self-study ability, make the text more coherent and smooth, and avoid the fragmentation of the text because of teaching too many new words. In operation, students can be liberated from the traditional mode of "asking me to learn", given the opportunity to choose freely, find out the new words they want to learn and can learn, give full play to students' subjective initiative, and truly 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, consciously find out the similarities of the new words you teach and carry out classified teaching, which can achieve twice the result with half the effort.

Pay attention to guidance and teach students literacy methods.

Teachers' guidance on students' learning is very important, especially for junior high school students' literacy. Students always study according to their own learning methods. Therefore, the guidance of teachers plays a directional role. It can be seen that literacy teaching is not only to let students master a few Chinese characters, but more importantly, to teach students literacy methods while teaching literacy, and constantly improve their literacy ability, so that they can actively acquire and use the regular knowledge of Chinese characters, thus successfully completing the process of analyzing and synthesizing Chinese characters, making this process more perfect and simplified, and contributing to the improvement of literacy teaching quality. Commonly used methods are:

1 Memorize glyphs with basic words.

Students have mastered a certain number of independent words, and take these simple and easy-to-remember independent words as basic words, and use the methods of addition, subtraction or combination of basic words to help students remember glyphs. For example, adding "day" is "eye", subtracting "eye" is "day", and the combination of "day" and "month" is "Ming".

2. Use radicals to change memory glyphs.

Many words can become another new word by adding, removing or changing radicals. Teachers can classify the words they have learned and let students tell how one word is obtained by adding, subtracting or changing the radical of another word, so as to fully explore the transfer and association functions in students' minds. For example, the word "line" and "left" are removed next to the word "Jing" and "Sun", the word "sitting" and "floating" are removed, and the word "wind" is replaced by water.

3 Use the characteristics of pictophonetic characters to memorize glyphs.

A considerable number of Chinese characters are pictophonetic characters, with radicals indicating meaning and phonetic symbols beside them. This feature of pictophonetic characters can effectively help students understand and remember glyphs. For example, "evasion" is the evasion of dragonflies, so it is pronounced beside and to the right of the word "worm", and the whole word is also pronounced as "qρng". Thinking and explaining from this angle, students will basically not forget anything.

Memorize glyphs with vivid and interesting stories.

There are some words, teachers can grasp the characteristics of glyphs and make up short stories, so that students can unconsciously keep the glyphs in their minds forever in a relaxed and happy atmosphere when listening to the stories. For example, when teaching the word "swim", you can tell students that there must be water (next to the three-point water) when swimming, and the swimming pool is generally square (with the word "square" in the middle). Children must pay attention to safety (children) when swimming and must be accompanied by adults (people).

5 Use various forms of exercises to memorize glyphs.

In addition to letting students listen, read and do a certain amount of mechanical copying, teachers can also do some innovative exercises to "test" students, stimulate curiosity and strengthen memory. For example, "Sun+Moon =? (Ming), each grass =? (in the morning) You can also let the students write their own questions to test the teacher. In addition, riddles can be used to grasp the characteristics of glyphs, and competitions can be held in multiple channels and forms, which can be consolidated repeatedly and used flexibly to help students remember glyphs.

Cultivate students' autonomous literacy ability and learn to read in life.

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

1 sister, change the radical.

Words with similar shapes but different shapes, such as "bubble, hug and cannon", are called "sister words" by students. There are many such phenomena in Chinese characters, and changing radicals has become the main way for students to remember new words. When learning "Cang", they will compare "grab" with "gun"; Learn "Tan" and they will think of "Dan"? . I figured out the relationship between glyphs, so it was much easier to learn, and I also reviewed the words I had learned before at random.

2 complex words, take it apart.

For words with complex stroke structure, it will be difficult to combine words and become easy. For example, there are many strokes on the right side of the scroll, so the children use their brains and quickly come up with a reciting method: on the right side of the scroll, take apart the "clothes" and put in a "gong", but the "gong" should be changed to a point. In this way, students can quickly remember such difficult words and remember them quite firmly.

3 Error-prone words, using features to remember.

When students learn the word "rabbit", they often forget ",",but they have a good idea: "Teacher, that's the short tail of a small white rabbit. White rabbits without short tails are not cute. We must never forget! " When learning the word "skewer", the students thought of mutton skewers: "I like mutton skewers best, which two?" Mouth? It's mutton, and that's a stick with mutton on it. What is together? Mutton kebabs? what's up String? . "What a vivid image! The children were in high spirits and remembered the new word "string" in their happy laughter, which increased their interest in learning and their sense of accomplishment.

4 read, know its meaning, and remember its shape.

Children don't know what knowing is, but they think it's really interesting. For example, "crooked" and "crooked", students observe carefully to see if there are any special findings. "? Awkward? This word, which one is above it? No? Which of the following is it? Positive? Since? Incorrect? Of course? Awkward? Yes! "For this kind of special words, students understand its meaning and quickly remember its shape. In practice, students have developed the habit of looking for the best way to read. Give the initiative to students, and when they devote themselves to thinking in various ingenious ways, literacy teaching will not only become easy but also full of fun and happiness!

I think literacy teaching must be closely linked with students' lives, and the teaching content, means and forms must reflect the characteristics of openness, flexibility and vividness, 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 know are most closely related to their daily life, such as "father, mother and me". Therefore, we can start with students' interests, lead students' vision to a colorful life, and advocate literacy in life. Guide students to read in life, and we strive to be diverse, vivid and interesting; Strive to combine inside and outside the class, communicate inside and outside the school, and reflect openness.

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

The garden in the classroom, the bulletin board on campus, the slogan 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.

(2) Identify the names of subjects and let students read words quickly and effectively.

Give each student a seat map 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 a beautiful business 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 and let the name of the classmate be known soon.

(3) Literacy with the help of objects and pictures in life.

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

Fourth, review and consolidate new words in various forms.

Pupils learn to read quickly and forget quickly. If the learned new words are not reviewed and consolidated in time, they will easily come back to life. Children can't master words at once. Just because you know what you want to master doesn't mean you have mastered it completely. It depends on whether you can use 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. In order to make students master new words firmly, they must do a good job of reviewing and consolidating, and the ways and means should be varied.

Teaching skills of junior middle school students' literacy

First, stimulate interest and make students willing to learn.

Interest is the internal motivation to mobilize students' positive thinking and explore knowledge. With hobbies, learning is no longer a burden, but a pleasure. In teaching, language, expressions and movements should be suitable for students' age characteristics, so that their relationship with teachers is getting closer and closer. Secondly, according to the characteristics of students' naivety, liveliness, sociability and love to make friends, we can call new words "doll", "little guest" and other nice names vividly, so as to make students feel intimate with new words. For example, guessing riddles can also make students remember that there is a body in the cloud; (Cui) Soldiers have feathers on their heads; (cool) wrong, wrong, all wet; (Qin) Write two kings on his head today; Bite the root tree; (Introduction) Daniel is wearing a hat around his waist; The hillside is on fire; Hold a hand by the house; (Boom, Hu) Single bow shot at Gu Yue, etc. The process of literacy has also become the process of making friends, and the friendly and natural appellation naturally attracts the attention of students, and the interest in learning has also arisen.

Second, change the form and let students play middle school.

Psychologists' research shows that primary school children's intentional attention time is short and unintentional attention is dominant. According to this feature, in order to keep students' interest in learning in the 40-minute teaching activities, we should not only adopt a single teaching form, but also guide students to change their forms and constantly satisfy their curiosity. Games are activities that students are willing to do. In the teaching process, it is necessary to find suitable games and related teaching content to play games, so that students can really "move" and learn, think and innovate in games. Teachers should carefully design new courses according to students' psychological characteristics, integrate rational teaching with sound, color and form, and make the mechanical teaching content interesting and pleasing to the eye. In this way, teachers' language appeal can stimulate students' emotion and imagination, form lively classroom teaching and stimulate students' interest in learning. For example, when I was teaching primary school Chinese literacy 6, I designed a big tourist scene, which was divided into five links: a happy parade: (1) buying tickets; Read the new words by yourself. (2) Browse scenic spots: Know the names of scenic spots (seagulls, beaches, warships, seedlings, rice fields, fish ponds, orchards, streams, stone bridges, bamboo and birds). (3) Get rid of obstacles: know a seagull, a beach, a warship, a sailboat, a seedbed, a paddy field, a fish pond, an orchard, a stream, a stone bridge, a bamboo pole, a group of birds, a team flag, a bronze horn, a group of "red scarves" and a loud laugh. (4) Flag-winning competition: recognize new words, and then make words and sentences. (5) Giving souvenirs: consolidating quantifiers. Throughout the class, the students adjusted their psychology to the best state in the vivid and interesting scenes I carefully designed, and learned with relish.

Third, teaching methods, so that students can achieve in their studies.

Teaching is presented in a dynamic form, and the results exist in students' subjective world in a static form. In order to make students want to learn, want to learn and learn, in the teaching process, students should be guided to master the methods and laws of learning Chinese characters according to different learning contents. Because Chinese characters are ideographic characters, 70% are pictophonetic characters. Therefore, mastering pictophonetic characters correctly is one of the keys to complete the literacy task in primary schools.

In the process of teaching pictophonetic characters, students should be guided to distinguish the ideographic function next to pictophonetic characters. For example, in the teaching of "pull, hit, pick, push" and "kick, jump, jump and run", students should be guided to distinguish the ideographic functions of "hand grip side" and "foot grip side" and be told that "hand grip side" refers to the meaning related to hands and the word "foot" refers to the meaning related to feet. After students correctly distinguish these radicals, they can master the Chinese characters of "hand-holding side" and "foot-writing side" well.

Innocent, innocent. Many seemingly naive ideas of students shine with wisdom. In literacy teaching, as long as teachers can pave the way for students with enthusiasm and help them find the fun hidden in Chinese characters, then literacy will no longer be their burden, but will become their fun.