Reflections on Chinese Literacy Teaching

Part 1: Reflection on literacy teaching

1. Create situations and learn Chinese characters through games.

The attention of first-grade children who have just entered school is unstable and short-lasting, and is often dominated by interests and emotions. The teacher understands their psychological characteristics and knows that children love to move, play, and play games. A number of interesting situations have been cleverly created, allowing children to unknowingly recognize things, read words, and learn Chinese characters in situations and games.

2. Incorporate learning into action, and skillfully carry out language training in literacy.

In this literacy class, the teacher cleverly created a situation to allow students to practice speaking while playing. While recognizing Chinese characters, they also trained their thinking and developed their language. Such as:

3. Self-exploration, discovering the rules of Chinese characters through perception, and cultivating literacy skills.

The "Chinese Curriculum Standards" point out that "students should like to learn Chinese characters and have the desire to take the initiative to read" and "gradually develop the ability to read independently". Therefore, teachers must have a new outlook on students and believe that students are living beings with great potential, allowing students to observe with their own eyes, feel with their own souls, and study in their own way. In the teaching, the teacher did not do too much, but let the students learn Chinese characters independently, explore Chinese characters independently, discover some patterns of Chinese characters through independent perception, and cultivate the ability of literacy.

1. Literacy teaching embodies hierarchy and uses a variety of methods to reproduce new words.

One of the characteristics of first-grade students’ literacy is that they “recognize quickly and forget quickly.” Therefore, literacy teaching should be based on this characteristic of children’s literacy, and multiple methods should be used to memorize new words, and they should be recognized repeatedly. remember. In this class, I adopted a variety of literacy methods based on the different characteristics of the new words, from looking at pictures and reading Pinyin to read and learn Pinyin, and then removing Pinyin and literacy, and learning in games. There are levels and gradients in the learning and memorization of new words. , through such repeated training, students' recognition of new words has been consolidated.

2. Pay attention to guiding discovery and infiltrating the guidance of learning methods.

Literacy teaching is not just about teaching children the few words specified in textbooks. Its ultimate goal is to enable students to read independently. Therefore, during teaching, I pay attention to guiding students to discover and master the methods of literacy. . For example, draw a picture of a spider web, then write the word "web", and then guide students to observe and talk about "what did they find?". For another example, after students get to know new characters such as dragonfly, butterfly, earthworm, tadpole, and spider, students are guided to discover ways to recognize characters with the help of pictophonetic characteristics. Throughout the literacy process, I actively guide students to explore and discover on their own, cultivating students' literacy skills

3. Transfer learning results and develop students' language.

On the basis of completing the basic tasks of literacy and reading, I guide students in language practice activities. Through speaking exercises, students are encouraged to use the sentence patterns of the text to speak sentences, so that students can experience the fun of learning and using language, enhance students' sense of accomplishment, and mobilize their enthusiasm for learning Chinese.

Carry out speaking training.

Language training is the main task of primary school Chinese. In class, I not only let students look at pictures to understand things, but also let students practice speaking using words in the text. Combined with the specific language environment, students have something to say, and each of them has something to say. At the same time, students' understanding of words is deepened while speaking.

. Intuitive teaching method

With the help of multimedia vivid pictures, bright colors and other superior functions to assist teaching, students can explain the meaning of the pictures by looking at the pictures, read the words well, understand the words, and learn to use the textbooks The words in the text speak, the words are read and the rules are summarized. The students are deeply attracted by the vivid pictures, which stimulates their interest in learning. They experience the fun of learning Chinese characters and are very focused from beginning to end.

At the beginning of the teaching, I took advantage of the students' playful psychology to create a teaching situation: Children, today the teacher will take you to a beautiful and fun place. Do you want to go? It suddenly aroused students' desire to participate.

Then I displayed the text illustrations on the blackboard and played the soundtrack recording. The students' eyes lit up. With vast fields, green woods, and colorful flowers, students suddenly walked into the beautiful nature and the colorful world of insects. This link greatly improves students' interest in learning and their desire to participate is even higher. In the teaching of new words, I consciously teach students the methods and channels for learning new words. For example, I show the word "田" and ask: Do you recognize it? How did you meet? This arouses students' literacy experience.

In the vocabulary teaching, students are led to take a walk in nature through creation, take a look at the situation, and provide situation pictures, so that students can experience the fun of nature from the pictures. Independent learning provides the corresponding words. The teacher guides the students to understand the words through pictures, and then connects the words into strings. I flexibly provide various forms of guided reading aloud according to the characteristics of the word strings, and give the students the method

"Literacy 4》Teaching reflection:

The main tasks of teaching in lower grades are to read, write, and read the texts thoroughly, smoothly, and by heart. The design atmosphere of this class is relaxed and active, and "fun" and "fun" run through the entire learning activity. Let students master knowledge through independent learning and inquiry, and use vivid and lively courseware to let students understand insects. Through questioning, cooperative learning, and reading children's songs in different forms, students can understand the language. This kind of teaching is in line with the new curriculum concept. After a class, there are good things and issues worth exploring.

1. Highlights of teaching:

1. Progress step by step and use various methods to reproduce new words.

A major characteristic of first grade students’ literacy is that they “recognize and forget quickly.” Therefore, literacy teaching should be based on this characteristic of children’s literacy, and multiple methods should be used to recognize new words. , memorize repeatedly. In this class, I adopted a variety of literacy methods based on the different characteristics of the new words, from looking at pictures and reading pinyin to literacy, removing pinyin literacy, messing up the order of literacy, and then literacy in games. The learning and memorization of new words include There are levels and gradients. Through such repeated training, students' recognition of new words has been consolidated.

2. Guide discovery and cultivate students’ literacy skills.

The ultimate goal of literacy teaching is to enable students to read independently. In teaching, I pay attention to guiding students to discover and master literacy methods. For example, after students understand the new characters for dragonfly, butterfly, mantis, ant, and cricket, they are guided to discover ways to recognize characters with the help of pictophonetic characteristics. Mobilize students' various senses to experience and cultivate students' literacy skills. At the same time, through various literacy methods, the boringness of literacy classes is avoided. Students are willing to memorize and remember particularly well.

3. Pay attention to the form of reading aloud and let students read out their interests.

In class, I pay attention to allowing students to read in a variety of ways. When reading words, there are simultaneous reading, male and female students reading, driving a train reading, competition reading, etc.; when reading children's songs, let students choose their favorite ones. Read animal activities, read with action performances, and collaborate with students to read, etc. By changing the way of reading, students become more enthusiastic as they read.

4. Pay attention to extracurricular expansion and develop students’ language.

After the students are familiar with the children's songs, they are guided to practice speaking using the sentence structure of "who is doing what where?", which further stimulates the students' innovative ability. In this link, I focused on mobilizing students' initiative, talking about their understanding of these insects, allowing the whole class to participate in teaching activities, expanding the content of the teaching materials, and training students' language expression and innovation abilities.

2. Existing shortcomings:

1. In the process of guiding students to write, the evaluation of students' writing is not scientific enough and not appropriate enough. It feels a bit hasty and not fully done.

2. The teacher’s language is not friendly enough. He speaks a bit fast in class, and students sometimes do not hear my requests clearly enough.

Part 2: Reflection on Literacy Class Teaching

Reflection on Literacy Class Teaching

The new curriculum standard points out that literacy teaching is the focus of teaching in lower grades, but for a For a second-grade child who is only six or seven years old, facing a huge literacy task every day is really not an interesting thing. Therefore, as an experimenter of new textbooks, we must try every means to create a relaxed learning atmosphere and try to come up with some tricks to stimulate children's interest in learning. I have also made some attempts in teaching.

1. Learn literacy through play and keep children motivated to learn literacy.

The characteristic of literacy in lower grades is to recognize more and write less, so we must make full use of a variety of visual and intuitive teaching methods, create rich and colorful teaching situations, and use games to enable students to learn literacy while playing, so that students can learn to read while playing. Students are in a state of excitement during the entire literacy process and will get twice the result with half the effort. So how to make children have the desire to read and take the initiative to learn to read? In the process of constantly changing methods, I also tried the methods of group literacy and level rewards. In class, after students find new words and words, let them work in groups to help each other and learn by themselves. The top three groups will be rewarded, and special rewards will be given to students who have made progress. As soon as this method came out, it immediately received unexpected results. In order not to hold back the group, the children took the initiative to read the words at home before learning the text, and acted as teachers to other students in the same group in class. Moreover, the atmosphere in the class was active, and the children were competing for the lead. 3 people, the atmosphere of mutual help is very strong, and the teacher does not need to think of ways to control it. So I praised those children who usually lacked initiative in literacy, but now they can be primary school teachers. Giving them a sincere praise, an exaggerated hug, a strong handshake, and an appreciative smile can make them The unusual excitement made the children who saw it envious. At this time, the teacher is sincere and the students are excited. This kind of sincerity makes the relationship between teachers and students so harmonious, students are no longer restrained, and students' enthusiasm continues in this kind of encouragement.

2. Encourage literacy and improve children’s reading ability.

In our teaching, children often have short-term memory for new words. Children remember the words very well and quickly when learning them, but they forget them after a while. So. How to make children remember the words they know?

In fact, when we teach Chinese characters, we must stand on the platform of culture and integrate culture into Chinese characters so that children can feel the beauty contained in Chinese characters. Therefore, in teaching, I often tell children the evolution and origin of Chinese characters, as well as short stories related to Chinese characters, so that these Chinese characters are no longer boring in the eyes of the children, and they slowly become vivid and lively, becoming a whole. Pictures and stories. Moreover, in my teaching, I also advocate students to understand the words in a specific language environment, so that they can read along with the text and apply what they have learned. I also encourage children to read widely in extracurricular readings and use reading to consolidate the words they have learned.

Chapter 3: Reflection on the Teaching of "Literacy 2"

Happy Literacy

Reflection on the Teaching of "Literacy" 2

Those who have just finished learning Pinyin First-grade students are faced with a large amount of abstract literacy teaching, which determines that literacy teaching is the focus and difficulty of Chinese teaching in lower grades of primary schools. In order to enable students to actively learn literacy in a pleasant and relaxed atmosphere, I adopt various effective methods according to the age characteristics of children to consciously stimulate their interest in literacy and cultivate their literacy ability. When teaching the lesson "Literacy 2", I mainly focus on three aspects.

1. Use the form of games to mobilize students’ interest in learning abstract words

Interest is the motivation that motivates children to engage in learning. Games are a form that children love to hear and see. Children like to imitate, repeat, and express.

In my teaching, I make full use of the form of games to mobilize students' interest in learning abstract text symbols, and constantly use forms that children like to hear and see to teach, such as: find and draw the sun, alarm clock, bird, and make clothes. Actions such as brushing teeth, breakfast, etc., introduce these games and actions in life into the classroom, making the classroom a paradise for students to learn. Students will feel the fun of preschool games in the classroom and become interested in literacy.

2. Let students make word cards and learn to read while learning.

In order to enable students to recognize words quickly, I asked students to make new word cards in advance, writing new words on the front and pinyin on the back. The students were happy to make word cards. On the second day, students learn Chinese characters first, and then let two people at the same table use word cards to help each other learn Chinese characters; sometimes students are asked to play a "long dragon" game to review and consolidate new characters.

3. Teach students to use their eyes, ears, brain, and hands at the same time to remember the glyphs.

Listening to lectures is an important way of learning, and it is also a learning skill that is difficult to master. Let students use their eyes, ears, brains, and hands to actively capture knowledge at the same time. Pay attention to the words and stroke order written by the teacher on the blackboard. Ear, you must be good at discovering the key points pointed out by the teacher. For example, the teacher said that the third stroke of the word "bird" is written in one stroke, not several strokes; "tooth" has 4 strokes, and the second stroke is vertical. fold, don't write it in two strokes, etc. Remember the pronunciation, meaning and shape of the word. With your hands, you must follow the teacher's calligraphy carefully, so that you can recognize the strokes clearly and remember the order of the strokes.

Part 4: Reflection on Chinese literacy teaching in primary schools

Reflection on Chinese literacy teaching in first grade

Literacy is the foundation of writing and reading, as well as the foundation of learning ability. The thinking characteristics of lower primary school students are mainly concrete image thinking. First-year students who have just entered school will see a large number of abstract and classified literacy as soon as they open the textbook. This determines that literacy teaching is the focus of Chinese teaching in lower grades of primary school, and it is also difficulty. How can we make students learn literacy happily and easily? Next, let me talk about some of my practices in literacy teaching this semester:

1. Use games to arouse students' interest in learning.

Interest is what motivates children to engage in learning. Games are a form that children love to hear and see. Children like to imitate, repeat, and express. I make full use of the form of games in teaching to mobilize students' interest in learning abstract text symbols, and constantly use forms that children like to hear and see to teach, such as: guessing word puzzles, finding friends, spinning windmills, and postmen delivering letters? These are the things in children's preschool life. Games are introduced into the classroom, making the classroom a paradise for students to learn. Students will feel the fun of preschool games in the classroom and become interested in literacy.

2. Let students make word cards and learn to read while learning.

In order to enable students to recognize words quickly, I asked students to make new word cards in advance, writing new words on the front and pinyin on the back. The students were happy to make word cards. On the second day, students learn Chinese characters first, and then let two people at the same table use word cards to help each other learn Chinese characters; sometimes students are asked to play a "long dragon" game to review and consolidate new characters. In addition, I also asked the students to collect the word cards and made a "literacy bag". Take out the word card every week and learn the words on it. While experiencing success, the children reviewed and consolidated the learned words. Over time, the "literacy bag" gradually became heavier, the children's literacy gradually increased, and their knowledge became richer.

3. Match the words with "pictures" to cultivate students' imagination ability.

Einstein said: "Imagination is more important than knowledge, because knowledge is limited, and imagination summarizes everything in the world, promotes progress, and is the source of knowledge progress." In In literacy teaching, I guide students to imagine according to the characteristics of students' thinking, help them to concretely visualize abstract symbols, and cultivate students' literacy ability.

4. Teach students to use their eyes, ears, and brains to remember glyphs at the same time

Listening to lectures is an important way of learning, and it is also a learning skill that is difficult to master. Let students use their eyes, ears, and brains to actively capture knowledge at the same time.

Pay attention to the words and stroke order written by the teacher on the blackboard. Ear, you should be good at discovering the key points pointed out by the teacher. For example, the teacher said that the word "snow" is preceded by "rain", and the third stroke of "rain" is a horizontal hook. Do not write it as a horizontal fold or a horizontal fold hook; "teeth", ***4 strokes, the second stroke is a vertical fold, don't write it in two strokes, etc. Remember the pronunciation, meaning and shape of the word. For simple characters, such as "Hua" and "Ye", you can use existing knowledge to analyze the glyphs by yourself; "Ji, Yong, Bi" can compare the glyphs with the familiar characters "ER, Tong, Mao" to deepen your memory.

5． Group cooperative learning.

Most children who have just entered school will not cooperate with others. Nowadays, they are generally only children, and some children are even unwilling to interact with others. However, through my one-semester training, students have initially formed the habit of cooperation. When teaching literacy, I usually let students try to read the text first. If they can't read, in addition to using pinyin to read, I also ask them to ask other students or teachers in the group for help. In this link, group members can achieve heterogeneous complementarity, teach those who know what they don’t, and achieve the purpose of helping each other and improving together. After learning a text, you can ask students in the group to listen to each other read the text, identify new words, and tell them: If your classmate reads well, please praise him; if your classmate needs help, please help. he. This will not only make children with more literacy more confident, but also allow students who have temporary difficulties to get timely help.

6. Learn to read while reading.

Every week I carefully prepare an educational story and tell it to the students in the reading class. I also tell the students "what the teacher knows through reading", which greatly mobilizes the students' enthusiasm for reading. A competition will be held in two or three weeks to select the "Story King". In this way, students not only remember the story, but also learn many words.

7. Extracurricular literacy.

In-class literacy is the main way to teach literacy, but it is not the only way. Literacy outside the classroom is often richer and more important. We should actively guide students to engage in extracurricular literacy, which is also an important manifestation of curriculum reform. For example: there are "entrances, restrooms, cashiers, product introductions" in stores, and billboards on the streets? These are all living literacy teaching materials that can be fully utilized.

The new curriculum standard points out that "Chinese language is a highly practical course." As long as our teachers effectively change their teaching concepts and strive to create an open, flexible and dynamic new classroom teaching model, we can fully stimulate students The spirit of initiative and enterprising, actively advocates independent, cooperative and inquiry learning methods, so that students can "master and use Chinese in a large number of Chinese practices", step out of textbooks and classrooms, go to life, learn in life, and make life become The resources for students' learning truly reflect the new curriculum concept of "turning the teaching materials into students' world and transforming the world into students' teaching materials". Our children can truly become the masters of literacy and learning. The two-pronged approach of "walking on two legs in and out of class" will provide students with a source of running water for literacy, and students will have fruitful results in their treasure trove of knowledge.

Of course, this lesson also has many shortcomings. For example, there is too little time for writing during teaching. Students can be arranged to write one more word to ensure the consolidation of new words.

Part Five: Reflection on Literacy Teaching

Reflection on Literacy Teaching in Lower Grades of Primary Schools

Literacy is the foundation of writing and reading, as well as the foundation of learning ability. Literacy teaching and pinyin teaching are the focus and difficulty of Chinese teaching in lower grades of primary schools. Literacy itself is boring, and people's emotions are always negative and passive towards boring things. If children only passively read words, not only will the literacy efficiency be low, but it will also constrain the development of thinking to a certain extent. In the past, the method I used was basically to write repeatedly. In this way, students were not very interested in learning and the results were not very good.

Therefore, how to create a good atmosphere for literacy teaching through various ways in the initial stage, fully mobilize children's interest in literacy, and constantly stimulate students to experience the fun of literacy. How to use the advantages of teaching materials in literacy teaching to tap as much as possible out of children The maximum potential makes literacy easy and enjoyable.

1. Use the form of games to mobilize students’ interest in learning abstract words

Interest is the motivation that motivates children to engage in learning. Games are a form that children love to hear and see. Children like to imitate, repeat, and express. Make full use of the form of games in teaching to mobilize students' interest in learning abstract text symbols, and constantly use forms that children like to teach, such as: guessing puzzles, finding friends, etc. Introduce these games from children's preschool life into the classroom to make the classroom a A paradise for students to learn. Students will feel the fun of preschool games in the classroom and become interested in literacy.

2. Match words with "pictures" to cultivate students' imagination ability

In literacy teaching, I guide students to imagine according to the characteristics of students' thinking, and help them put abstract symbols into words. Concrete visualization to develop students’ literacy skills.

3. Recognize more and write less, combined with Chinese Pinyin literacy

While mastering Chinese Pinyin, in each lesson, you can learn new words by looking at pictures, reading words, phrases, sentences and reciting children's songs. This part of the new words only requires recognition, being able to read them correctly, and knowing the general meaning of the words. There is no requirement to write them.

It is only required to know simple radicals, and it is not required to be able to recognize them all.

4. Classification literacy

The classification literacy part mainly reflects the rules of Chinese characters themselves and the rules of children learning Chinese characters, so it uses a variety of forms, such as pictographs and ideographic characters. .

5. Literacy along with the text

Literacy along with the text accounts for the largest amount of literacy. When students study the text, literacy is still an important task. Therefore, in text teaching, the focus of literacy teaching cannot be ignored. Students should be allowed to recognize Chinese characters in a specific language environment, understand their meanings, and use a variety of methods to help students recognize and memorize Chinese characters. Starting from the literacy class, you will learn some radicals while recognizing Chinese characters, master the basic strokes of Chinese characters, and start to learn to write according to the rules of stroke order.

6. Literacy through the combination of form, sound and meaning

Teaching glyphs is the key to literacy teaching, and it is also the difficulty for students to read. To evaluate literacy, we must grasp the key of recognizing glyphs. The main way to test students should be dictation. Let students dictate the new characters they have learned and pay attention to how many strokes each character has and what stroke it is. In this way, while learning the text and learning Chinese characters, the students will be full of interest and will not feel bored at all, and their literacy efficiency will be greatly improved.