How to combine pinyin and literacy effectively

Learn Pinyin first, and learn Chinese characters with Pinyin! Let the children read the pronunciation of the real thing from the real thing in life first, and then write it on the table! Children will know many words slowly! While reading pinyin correctly, you can find different homophones, and you can use a cross card! Help children understand!

For first-year students, children have already had the experience of learning pinyin in kindergarten, and have a certain foundation of pinyin recognition and spelling. Most students can write initials, finals and syllables correctly, and even some students are a little "confident" about what they have learned and feel that it is not necessary to learn. However, the real situation is that students' learning ability is uneven. To a great extent, they only learn Pinyin on the basis of Pinyin, which is not combined with literacy teaching, and Pinyin does not play a good role as a literacy tool. On this basis, how to learn Pinyin and make Pinyin the golden key for students to open the door to literacy is a subject that we need to rethink and practice.

In specific teaching, we should practice the curriculum concept of "student-oriented education" according to the physical and mental development characteristics of first-grade children who are interested in game-based learning and self-presentation, combined with the current characteristics of primary school students' oral expression ability and rich social life experience, and organize the contents of pinyin teaching into comprehensive learning with literacy, writing and word use as the core, so that students can effectively master pinyin as a literacy tool and improve the effectiveness of literacy teaching.

Next, I will take the specific teaching design of bpmf as an example to talk about how to effectively combine pinyin learning with literacy teaching.

"bpmf" is the first part of Unit 9 of the first volume of "Chinese" published by Beijing Normal University. It is divided into three small sections: recognizing initials, learning pinyin, and recognizing words by pronunciation. It is the first class for students to learn initials, which is especially important for mastering the learning methods of initials. We should learn to remember the pronunciation of initials accurately, remember letters with text illustrations, distinguish and write correctly, and combine with our own life content. In line with the educational concept of "teaching less and learning more", this class will begin to infiltrate students with the learning method of combining pinyin and literacy, laying a solid foundation for the following students to learn more initials, practice pinyin more and know more new words.

Combined with the teaching content of this class, the observation of the image of the first-grade primary school students and the characteristics of strong memory, and the concept of "Pinyin is a literacy tool", I set the learning goal of this class as:

1. Can correctly read the initials B, P, M, F, understand the pronunciation characteristics of initials, correctly write phonetic symbols, and simply spell with single vowels.

2. We can learn the correct pronunciations of initials B, P, M and F by observing pictures, and enrich the memory methods of initials pronunciations through the connection of life vocabulary. You can create your own simple formulas to remember pronunciation and writing, and master simple spelling methods through spelling practice.

3. Through spelling, we can expand the pronunciation of letters, expand the study of new words, practice the use of words, find the close connection between pinyin and literacy, and feel the fun of learning Chinese.

In the specific teaching process, I try to combine Pinyin learning with each literacy class, and spiral forward in different ways to create an effective literacy class.

First, the combination of graphics and text leads to keywords and builds a sound-shape bridge;

When recognizing initials in the first section, the first three illustrations of the text all contain two parts, which not only lead to the character behavior of initials pronunciation, but also imply the form of initials. The first picture shows Ding Ding listening to the radio, including the pronunciation of the initial "Bo", and the next radio is written in the same way as "B". The second picture shows Dongdong splashing water, which has the pronunciation of "po", and the shape of the water flowing out of the basin is like the writing of "P". The fourth picture shows Tintin playing hide-and-seek and groping. There is the pronunciation of "Mo" in it, and the doorway behind it looks like the writing of "M". Only the fourth picture has only the image of a Buddha, including pronunciation, and there is no text demonstration.

The textbook is designed in this way, which not only establishes that initials come from common words in life and learning Pinyin, but also returns to new words from Pinyin, so that students can turn what they can say into what they can recognize, that is, from "only hearing the sound" to "integrating sound and form", so that students can understand new words through listening and reading. Therefore, when guiding students to observe pictures and tell what the characters in the pictures do, they should draw the corresponding Chinese characters in time, and guide students to combine pictures and words to know new words through teachers' demonstration reading and listening and reading literacy. Bring out "Bo" when learning "b", understand that its radicals are related to human movements, and guide students to memorize the font of "Bo" by splitting it. When learning "P", bring out "Glug" and understand that "Glug" is next to the three-point water, so that students can divide it independently and practice this literacy method. When learning "m", we can introduce "touch" to understand people's movements, and combine it with "broadcast" on this basis to integrate more new words by hand for students to know, draw inferences from one side and accumulate on the same side to expand their literacy. The introduction of "Buddha" when learning "F" is related to the characters. That is to say, the first step is to establish a close relationship between Chinese characters and pinyin, so that students can know that each new word has a different pronunciation, each pronunciation can correspond to a Chinese character, and even a "Chinese character family" can be introduced according to its characteristics, effectively building a bridge for students to learn pinyin and know Chinese characters.

Second, learn pinyin tone sandhi, expand basic characters, and pave the way for reading;

After learning the sound form of initials, organize students to practice the spelling of initials and vowels in this lesson and teach students spelling formulas. My initials are ×××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××× With the students' spelling, they choose Chinese characters from common words with simple glyphs to write on the blackboard, guide students to read, correct some spelling mistakes, closely combine spelling and literacy, stimulate students' interest in learning through teacher-student cooperation and creating situations, guide students to practice split and contrast literacy methods, and expand the number of literacy under the guidance of teachers to improve their literacy ability.

Dad, Pi, Ma and Fa listed in the textbook are simple combined words that can be easily separated, or single words that students already know. Teachers can exPand Ba, Ba, pa, Pi, Pi, Fa, Fart, Ma, Ma, Ma, scold, Fa (fā), Fa (f ā).

Third, read and spell vowels, activate memory words and open the window of life;

Nowadays, primary school students have a wide range of knowledge sources, many learning channels and strong oral expression skills. Although many children may not know and write Chinese characters when they see them, this does not affect children's use of these words to form words and describe certain things or feelings in life. Moreover, students have a strong sense of expression and cooperation and communication. According to this feature, after teachers and students cooperate and demonstrate exchanges, students master the method of "spelling literacy", so that students can practice spelling, speaking and using words. As long as students can think and speak, they will know, write and use.

In the classroom, the "evaluation" between students is very active, and occasionally some homophones are misused. Teachers will find and guide the analysis in time when they patrol, and students with large literacy will also play the role of "little teachers" in this process, exchanging help with each other. This not only gives students the opportunity to show their learning ability, but also communicates their learning and life practice in class, and leads their learning perspective to a wider world. "Life is all China people", social life and humanities topics are the source of our study, and so are our peers.

Fourth, spell and play games flexibly, and experience the joy of learning by using new words.

Of course, learning in class is just an example, teaching students methods, opening their minds, establishing the concept of "life literacy", making students love Chinese, learn Chinese and use Chinese, and practicing speaking with words on the basis of students' recognition and grouping. The ultimate goal of language is to express service. Only when students can apply what they have learned can they really master the language.

Finally, the expansion exercise has been raised to a higher level, so that students can pronounce pinyin, say new words, form words and speak with words on the basis of the previous links. Pinyin serves literacy, lays a foundation for the use of characters and adds color to expression. In this way, the gradual improvement reflects the internal connection of learning content, so that students can feel the combination of sound, form and meaning of Chinese characters in a subtle way, and can read, recognize and use them. This is the main goal of our literacy.

A class is just the beginning of practice. We need to firmly grasp the relationship between pinyin teaching and literacy, effectively develop and utilize teaching resources, so that students can learn to learn, feel the charm of Chinese and share the joy of learning.

Attachment: lesson record:

First, create situational lead-in to stimulate interest (omitted);

Second, learn the initials from the pictures and know the key words:

1, classmates, some friends with new pinyin letters are playing hide-and-seek with us! They hid behind the door of the castle. Let's go find them!

2. Courseware opens the first door and the first illustration appears:

Teacher: Tell me what you see.

Health: Tintin is listening to the radio.

Teacher: (The teacher writes: broadcast on the blackboard) Read this word.

The word "broadcast" can be broadcast in groups, spread and sown, all of which are related to people's actions, so it is beside the hand. Do you remember what it looks like?

Health: There is a hand on the left, an apostrophe and a rice on the right, and a Tian Zi below.

Teacher: How clever! Chinese characters with complex glyphs can be memorized by one-point method.

Read the initial b, learn the correct pronunciation, and guide the writing in the pinyin box. ) (omitted)

3. The next initial friend depends on everyone to get to know him, okay?

The courseware opens the second door and shows the second illustration.

Teacher: Who is the man in the picture?

Health: Water is splashed in winter and winter.

Teacher: ("Glug" on the blackboard) "Glug", read after the teacher. (After reading. )

Can you remember this word?

Health: The one on the left is three points of water, and the one on the right is printed.

Teacher: It's amazing that you can remember new words in the way we just learned.

Read the initial p, learn correct pronunciation, and guide writing in the pinyin box. ) (omitted)

4. (The courseware shows the third door) The remaining two initial friends have got into everyone's book. Look who they are!

Teacher: Who did you see?

Health: Tintin is playing hide and seek.

Teacher: What did he do?

Health: He is touching it with both hands.

Teacher: ("touching" the blackboard) Tintin's action is called "touching". Just now, we also know a new word related to action, which is "broadcast". Do these two words have anything in common?

Health: They are all the same on the left.

Teacher: It turns out that many new words related to actions are held by hands. Teacher, write more and see who knows!

(blackboard writing: hit, grab, grab, lift, students read. )

It is not easy for everyone to meet a big family of new words at once! There are many members in their family, and we will make new friends in the future.

What is the last picture?

Health: He is Maitreya.

Teacher: This is a Buddha statue. (writing on the blackboard: Buddha) Although the Buddha exists in Buddhist legends, the Buddha statue is not a real person. It also has the image of a person, so it is next to a single person. The teacher writes a few Chinese characters to see who can understand them.

(The teacher writes on the blackboard: He, students, excellent students, divorced students, immortal students. )

Read M and F, learn correct pronunciation, and students try to write correctly. ) (omitted)

Third, spelling practice, know common words:

1, Teacher: Today, we made new friends in Pinyin Kingdom, and now it's lively again. Look, the initials and finals have made friends!

(Courseware demonstration: Ding Dongxue Pinyin; I am the initial bbb, and I am the vowel. We gently pull a hand, that is, pinyin bā→bā. )

2. Students' self-practice: students at the same table practice spelling games with letter cards, and teachers patrol for guidance. (omitted) 3. Teacher: Let's play a game of "Who is faster"! The rule is: find a partner, read the letters and see who responds quickly. The teacher wants to be a "Chinese character messenger" and send a friend who is not familiar with Chinese characters to everyone.

The first group of students: I am the initial mmm, and I am the final iii, called Pinyin Festival B √.

Teacher: I write the Chinese characters Guan and Guan. Who can remember?

Health: There are doors outside, but talents inside.

Teacher: How clever! Just open it and remember! However, there is a word that looks very similar. ("Q" on the blackboard) Can you tell?

Health: Ask with your mouth, so there is a mouth in it.

Teacher: You will know new words by comparison. Not only bright eyes, but also good at thinking.

The second group of students: I am the initial ddd, and I am the vowel uuu, which coincides with the Pinyin Festival dǔ.

Teacher: I write Chinese characters "blocking" and "blocking". Do you remember?

Health: The block is a pile of dirt, so there is an earth word on the left.

Teacher: It seems that everyone is already very good at memorizing new words through division!

Fourth, expand word practice and activate life words:

Teacher: Do you want to play this game of listening to pinyin and saying new words?

Health: Yes!

Teacher: This time, the teacher should make it more difficult! Two people at the same table, one of them spelt a new syllable and said a word, and the other classmate would say a sentence with this word. Will it? I choose a classmate to cooperate and try! Let me spell: p-á-pá, crawling.

Health: Lizards are reptiles.

Teacher: You are so knowledgeable and accurate in using words. That's it, will it? If your classmate speaks sentences well, give him one of your little stars!

(Students practice by themselves, and teachers patrol for guidance. )

Teacher: Great! After learning the initials and finals, you can spell and know many Chinese characters. The Pinyin Kingdom has many Pinyin friends. We will get to know them gradually in the future, and then let them bring us more Chinese characters and bring us more knowledge and happiness.