How to teach literacy easily

In the past literacy teaching, teachers repeatedly repeated "pointing" in a boring way, which not only made students learn hard, but also often caused teachers to complain: many words are thirsty for you, but students still can't distinguish them easily. Literacy teaching in lower grades has always been a big problem for teachers. The Chinese curriculum standard points out: "Students are the masters of Chinese learning, and Chinese teaching should stimulate students' interest in learning." The cognitive activities of junior primary school students are characterized by distinct subjectivity, concreteness, visualization, emotionality, action and creativity. It can be seen that the cultivation of students' interest in learning can not be ignored, especially in the literacy teaching of junior primary school students, and we should choose the best literacy method to make students easily enter the "literacy paradise", which can effectively improve the literacy efficiency of junior primary school students. First, give play to students' subjectivity and stimulate their interest in literacy. Confucius said: "Those who know are not as good as those who are good, and those who are good are not as good as those who are happy." At the beginning of literacy, in order to improve students' interest in learning, I told children that Chinese characters in China are wonderful. A Chinese character can be a poem, a picture, a nursery rhyme or a story. The children are very interested after listening to it. In our history, many people use Chinese characters to deduce some interesting stories. If some explanations are interspersed in literacy teaching, it can not only adjust the classroom atmosphere, but also effectively attract and maintain students' intentional attention. For example, I said to the students: There is an interesting story about this word. When students hear the word "story", they suddenly look more focused. I went on to say: During the Three Kingdoms period, there was a very clever man named Yang Xiu under Cao Cao, the prime minister of Wei. One day, Cao Cao and his ministers discussed state affairs together, and someone sent a big snack. Everyone wants to taste the delicious snacks, but I don't know what Cao Cao thinks. I saw Cao Cao smiled and wrote a word "He". Yang Xiu understood quickly when he saw it. He ate a piece with his heart, and then asked other people to have a bite each. Students, do you know what the word "He" written by Cao Cao means? The clever child immediately reacted: "He" is composed of "person", "one" and "mouth", and Cao Cao means to ask everyone to take a bite. Short stories like this can really stimulate students' interest in literacy. Second, with the help of students' thinking in images, students of autonomous literacy grade are the best period of thinking in images in their attempts, and their imagination is very rich. In literacy teaching, students can often memorize new words by making up riddles and formulas according to the characteristics of each Chinese character. The independent atmosphere activates students' imagination and sparks innovation in their thinking. If you learn the word "Gui", the children say, "My baby stepped on a little caterpillar, and the tail of the little caterpillar was stepped off, so there is no worm word on your word." Such as the word "pull", the students made up a short story: several children tug of war with ropes in their hands, and the point above "friends" is the sweat on the children's heads. What an imaginative masterpiece! For another example, after learning the word "painting", the students made up a riddle "A child named Tian went to make a boat"; When learning the word "spring", I made up a riddle "Three people watch the sunset"; When learning the word "snow", the students said, "Heavy rain washed down a mountain". ..... It seems that interest is the inexhaustible motive force for students to read. Guessing is introduced into the literacy class. Students not only learn new words with relish, but also deepen their impression of new words, exercise their speaking ability and exert their endless imagination. Third, combined with the students' familiar words, review and consolidate in the activities. In the process of literacy, students remember quickly and forget quickly. In view of students' memorizing characteristics, in teaching, I ask students to memorize new words by addition and subtraction according to the characteristics of changing familiar words into radicals. Such as "Bao" and "Fu", "Near" and "Listening", "Surprise" and "Jiu", etc. By comparing and memorizing, students can not only master new words quickly, but also meet the old familiar words many times in comparison, further consolidating the old words, which can be described as killing two birds with one stone. Teachers should often guide students to sort out the words they have learned and get regular things. On the one hand, they can prevent forgetting, on the other hand, they can lay the foundation for learning similar new words in the future and improve their literacy and writing ability. There are many regular things in Chinese characters. Such as the laws of pictophonetic characters; Guide students to draw inferences from others and constantly improve their ability to read independently. Talk about glyphs and how you remember this word (changing radicals, removing radicals, adding radicals, counting strokes, making up stories, telling stories, connecting with life experience--). When you say it, students should follow a certain format. If you remember the word "sow", ask the students to say: on the left is the hand, on the right is the word "rice", and on the bottom is Tian Zi, where rice refers to seeds. In spring, we scatter seeds in the field by hand, which is called sowing. After this, students will not write "Cai" on the upper right. In addition, in literacy teaching, we can also let students "spell", "swing" and "empty books" to create new words and strokes? Component method, give students a direct? Three-dimensional sensory stimulation, thus arousing their interest in further attempts and prompting them to study by themselves? Since the enlightenment? Constantly explore in self-satisfaction, and achieve the goal of consolidating memorizing new words. For example, give students some familiar cards (big, human, dry and wood) and several forms of "dots" written on the cards, and ask the students to put them on their own hands and talk about what these words will become after adding "dots". For example, "big" can be changed into "too big", "man" into "fire", "dry" into "flat" and "wood" into "rice" ... Of course, games are also an important way for students to review and consolidate new words. Educator Carolyn said: "Children's work is games, and it is what they are most willing to accept to stimulate their thinking in games." Junior students like games more. Therefore, teachers should attach great importance to guiding students to read and entertain in colorful games. Try to use their eyes, ears, brain, hands and mouth together through games, so that students can learn happily. For example, the game of "Woodpecker": use the way of "driving a train" to recognize new words or words. Please read the correct words after them. If you read them wrong, you can be a "little woodpecker" and stand up and correct yourself. If you don't stand up and correct yourself, other students will strive to be a "little woodpecker" to help correct it. If the correction is right, everyone will follow. If it is still wrong, other students will strive to be a "little woodpecker" and proceed accordingly. You can also use "delivering letters to your home", "sitting in the right place", "situational performance", "calling for a number to go out" and "showing pictures" to teach game literacy. Fourth, in connection with students' life experience, compare the extension of life in the attempt, and the extension of Chinese learning will be great. According to junior students, it is more intuitive. Because of the weak ability to observe and analyze problems, I try to let students rely on their own efforts to use new knowledge and combine their own life experience to play freely in literacy teaching. Over time, students are better at observing than before, and their interest in literacy is stronger. ? Crows drink water? There are two new words "drink" and "thirst" which are easily confused, and students often mispronounce them as "sharbat" and "oral drink". At this point, I guide students to contact the reality of life: "Why are you thirsty at ordinary times?" "What should I use to drink water?" In the process of analyzing the reality of life, students gradually found the answer. Some said, "Because there is only three drops of water, we are thirsty." Some said, "I'm thirsty, so I need water to drink, so there are three points of water on the left side of' thirst'." Here, special emphasis should be placed on the connection with life experience. After this connection, the words will be remembered particularly firmly. Some similar characters can be taught together. For example, when I learn the word "Qing", I learn the words "Qing", "Qing" and "Jing" together, so that children can learn to compare and observe, and can distinguish the nuances of similar characters by themselves. This is the key for students to master Chinese characters. Children will compare the word "Qing" to three points of water, which is related to water, clear water. The word "love" is beside the heart, and it is related to mood, mood. Next to the word "sunny", it is related to the sun, sunny. The word "eye" is related to eyes, eyes. By comparison, students can distinguish the differences between these words by radical analysis. When learning this kind of words, teachers don't talk about it, but guide students to find out the differences through careful observation, and tell everyone the results of their respective observations. Out of a strong desire for expression, most students will be very involved and the effect will be better. Fifth, carry out extracurricular activities to improve the effect of literacy in practice. Junior students are very competitive and have a strong sense of honor. According to this psychological characteristic of students, teachers can adopt the method of letting students go out of the classroom and read in various extracurricular practical activities to expand the space for students to read independently, and also get good results. For example, primary school students have a soft spot for children's food. In order to cater to students' psychological characteristics, students should pay attention to memorizing the words on food packaging paper in their daily lives and make small packaging stickers to decorate in the classroom display column. This memorizing process fully stimulates students' senses. The names of all kinds of special classrooms, slogans on campus and billboards in flower beds are often touched by children and are also active textbooks for children to read. Another example is to remind students to pay attention to billboards on the roadside on the way after school, and remember the names of holidays. You can also print out stories that children are familiar with, so that children can read the stories to their parents and grandparents by looking at these words. It is children's nature to like reading stories. When children read stories, remind them whether there are new words they have just learned in the stories, what new words these new words make up in the stories, and tell their classmates or teachers about the new findings. This long-term infiltration, this way of "sneaking into the night with the wind", can not only broaden children's literacy, but more importantly, children learn to use some new words in a new language environment, which is a kind of knowledge transfer and re-learning with great interest. "After class, walk on two legs" is a two-pronged approach, so that students can learn to read with flowing water, and their knowledge treasure house will be fruitful. Zankov said: "Once the teaching method touches the emotional will of students and their spiritual needs, it can play a highly effective role." In these open literacy activities with the environment, students are always the main body, and monotonous reading and repeated writing are changed. Mechanical memorization means interesting reading, interesting thinking and touching practice. Changing shallow literacy cognitive activities into deep thinking inquiry activities makes students' literacy activities happy and mysterious, opens children's minds, stirs up children's spiritual creation, and makes literacy teaching achieve twice the result with half the effort.