How to embody students' learning initiative in the teaching of literacy and writing

Chinese Curriculum Standard emphasizes that literacy is the basis of reading and writing, and it is the focus of Chinese teaching in grades 1 and 2. Literacy teaching has always been an important and difficult problem in Chinese teaching in primary schools. It can be said that it is a "bottleneck" that restricts the reform of Chinese teaching. Normative, correct and neat writing of Chinese characters is the basic guarantee for effective written communication and the basis for students to learn Chinese and other courses and form lifelong learning ability. It can be seen that literacy and writing teaching is the starting point of Chinese teaching in primary schools. It is a heavy burden for junior Chinese teachers to do a good job in literacy teaching and cultivate students' good writing habits. Then, how to embody students' learning initiative in the teaching of literacy and writing? Let me talk about some of my personal practices.

first, create an atmosphere to stimulate students' interest in reading and writing.

Mr. Ye Shengtao once said, "Interest is the best teacher." If students are interested in what they have learned, they will have a strong desire for knowledge and actively study and think, so that teachers can achieve twice the result with half the effort. The same is true of literacy and writing teaching.

Freshmen who have just entered the school feel fresh and curious about everything in the school, and they have a strong desire to know and understand invisibly. So I linked the students' desire with literacy. I posted the class schedule, students' seating schedule, schedule of work and rest in the bulletin board, and read it aloud to the students in turn, so that they could recognize it and help them get familiar with their study life in a short time.

At the same time, I also make full use of the layout around the classroom, such as school motto and posters posted on the school wall, as "teaching materials" to guide students to read. This not only makes students know Chinese characters, but also makes students adapt to school life. What is more gratifying is that in such an atmosphere, students' interest in literacy is greatly aroused and their enthusiasm for learning is ignited.

second, use the classroom to give full play to students' initiative in reading and writing.

In class, when I teach students to read, I ask them to pronounce each new word correctly with the help of pinyin. Then compete with the students in the group to see who can read accurately and recognize more. Finally, I will use various forms for students to read and deepen their memory. In this way, children not only like literacy more and more, but also greatly mobilize their initiative in literacy.

In class, when I instruct students to write, I ask them to communicate by themselves in groups of four in the order of accurate pronunciation, spelling, clear stroke order, empty stroke order and observing the position of each stroke in Tian Zige. On the basis of students' self-study communication, I will organize students' communication again. Let the students be small teachers, and say, "I'll teach you to learn X, please read after me!" " To pronounce the correct pronunciation and form words; Then pass "What is the structure of the X? Please follow my book! " To memorize glyphs; Finally, what should be paid attention to when writing in Tian Zige. Then I will let the students remember more firmly through the forms of writing by example, students' blank books, drawing red and practicing writing. In this way, it not only stimulates students' interest in writing, but also mobilizes students' enthusiasm for writing, and also greatly exerts students' initiative in writing.

Third, contact the educational function to stimulate the interest in literacy and writing

Guo Moruo once said: "To train primary school students to write well, not everyone needs to be a calligrapher, but it is always necessary to write the words in line with the norms, which is good for forming habits, and can make people's hearts concentrate easily and get things done hastily, which is easy to spoil the broth." It can be seen that it is the responsibility of every teacher, especially the junior Chinese teacher, to cultivate students' good writing habits from childhood.

I remember that when I first started school, I always asked students to master the correct writing methods and postures, and write in a standardized and correct way. Nevertheless, it is not uncommon to write carelessly and add or subtract strokes casually. In order to change this bad habit of students, I deliberately played the song "China Wa" in a writing class: "The favorite word to write is still that square word, and being upright and upright is like it." Then he told a joke: a student named Zhu Yuepo wrote his name as Zhu Belly. Tian Zige was shown by projection again. In Tian Zige, he wrote the words "day, month and eternity" one by one, and told the students that the words should not be written too big or too small, too biased or too oblique, and the strokes should be reduced. Otherwise, the written words would stagger, lacking arms and legs, and they would have to be operated on, which made the students laugh. Then, the correct writing methods of some basic stroke names of Chinese characters are shown. Finally, students are required to write new words correctly and normatively and make a reasonable evaluation. Nowadays, correcting students' homework has become a beautiful enjoyment.

Grasping the educational function of Chinese characters, students know more words, which not only creates conditions for their reading in and out of class, but also activates students' brain potential, opens up students' wisdom, develops students' thinking and personality, carries out aesthetic education and permeates humanistic education. Isn't this what teachers expect?

In short, there are many ways to teach literacy and writing, but I think that as long as we give full play to students' initiative, stimulate their interest in literacy and writing, and induce them to read independently and independently, we can arouse their enthusiasm for learning and lay a solid foundation for the development of their comprehensive quality.