How to Cultivate the Reading Ability of First-year Students

Students who have just entered the first grade have some basic oral expression and reading ability in preschool, but their reading expression is not very good, so they need to continue to cultivate. In the first grade text, pinyin has context songs, and the text has nursery rhymes and poems. They are very popular with these children because of their unique rhythmic beauty and catchy reading. However, there are always some students singing contextual songs, children's songs, poems and texts in class, and the effect is not obvious. In the long-term low-level Chinese teaching, I have concluded that the improvement of reading ability should be cultivated from the following aspects:

First, approach students and cultivate interest.

First of all, encourage in time and open the door to children's hearts. These students, who have just entered the first grade of junior high school, have great mood swings, are very fragile inside and are easily influenced by the environment. Some students are timid. No matter how the teacher encourages and guides them, they dare not speak, let alone expect them to read the text. Facing these students, the first task is to make them speak and dare to express their ideas. So I spend my spare time in the classroom and talk to them about some family things, such as how many people are there in your family, who is the best for you and so on, so that they can talk. In addition, I play games with them outdoors and ask them to introduce me to the game. Then I used the last class to ask them to tell stories, solve riddles on the lanterns, and recite children's songs. I am a student and they are teachers. Whoever speaks well will get a small smiling face or applause. After a period of practice, some quiet children in the class have changed obviously, and they like to answer questions in class. They also dare to recite children's songs and texts in front of the podium. The most precious thing is that they have trust in me. Teachers who always feel good like me, stabilize their emotions from the heart and exercise their expressive ability. Under such circumstances, I began to do formal reading exercises.

Secondly, "read it a hundred times, its meaning is self-evident", giving students enough time to read. For most students, reading exercises should follow the principles of from simple to complex, from easy to difficult, and step by step. First of all, starting with the shortest and most appropriate nursery rhymes in students' life texts, it will get twice the result with half the effort to experience the fun of reading. For example, the contextual songs of Chinese Pinyin are simple and can make students read fluently. They not only learned pinyin, but also did some reading exercises. What a great opportunity. For example, when learning the text "People have Two Treasures", it is really useful to inspire students to know that they also have two treasures by guessing riddles, that is, hands and brains. Then let the students change the "person" in the text to their own names, and then change it to "father" or "mother" after reading it, so that students can have a certain intimacy with the text and naturally express their gratitude and attachment to their parents.

Finally, the encouragement of teachers' love is a golden key to open children's bold reading. Timely appreciation and appropriate encouragement are the source of motivation for students to learn with a happy and relaxed mind. If you can't appreciate him, encourage him. Don't give your child a blow at the beginning, find faults, find shortcomings, and throw cold water on him. If he reads so well, don't let the teacher demonstrate reading. Besides, if you want to read better, you should let them know the content of the text so that they can remember the content faster and read more interestingly. For example, when reading back in Exercise 2, let students talk about how their parents love them, make them feel happy and happy, and then learn this little nursery rhyme. At this time, children will read more attentively: father is a big tree, mother is a big tree, and I am a happy bird, flying around two big trees. In this case, I can't help but want to join them, read beautifully, and go back and read to my parents.

Second, cultivate skills and change the tone skillfully.

After a period of time, students have been able to read the text preliminarily. However, due to the lack of reading skills and understanding of the text, the tone is dull and there is no emotion. When reading, I always feel that something is missing. Later, I learned that in order to understand verve, students should first help them understand the thoughts and feelings expressed in the text, make full use of colorful and vivid illustrations in the text to stimulate students' interest in reading, and let students know that different texts are different in reading. For example, learn the text "Home" to let students know what home is, that home is a warm harbor, a lovely place and everyone's spiritual sustenance. There are our relatives and people who love us waiting for us, so as to design some questions and deepen their understanding of the text. In this way, students can integrate their feelings into the children's songs in the text, which can be read together, separately, softly, perform or compete.

Third, experience emotions and put yourself in the other's shoes.

When reading a text, I always pay attention to the appeal of the work. Texts selected from the first grade textbooks are characterized by story and interest. It is necessary to inspire students' thinking, deepen their understanding of the text, infect students with emotional language, let students naturally express their feelings in reading, regard themselves as the protagonist in the text, share joys and sorrows, put themselves in their shoes, boldly expand their thinking imagination and boldly create. For example, when teaching the text "North Wind and Little Fish", when reading aloud to the north wind, he proudly said, "Haha. Everyone is afraid of me. " Pay attention to let the students experience the arrogant scene of the north wind, and then use the headdress. Students who read aloud should have a high voice and strong intonation. With this kind of emotional experience, they will read more with emotion and better show the appeal of the text.

Fourth, feel with your heart and enrich your language.

Usually, whether in Chinese class or other classes, when I answer questions, I will guide students to express their ideas with the words they have learned, feel the rich language materials in the text or other classes with my heart, and try to use them in the usual classes to promote them to organize the language better.

Fifth, be good at motivation and pay attention to evaluation.

The evaluation in reading aloud is the most important. Whether students evaluate each other or teachers evaluate students, we should respect the facts. When praising and encouraging students, we should not only point out the shortcomings, but also put forward higher requirements, so that students can understand the direction of their next efforts, so that students can have the joy of success and increase their self-confidence in their efforts. For example, there is a student in the class named He Zhichao, who has never read aloud on stage and is timid. When he first read to everyone, he was expressionless. At that time, I saw tears of gratitude in his eyes, and I said I hoped to hear him read aloud and fluently next time. He blushed and nodded. In another reading, he read much better than the last one. I rewarded him with a small red flower and stuck it on the red flower table. The teacher responded with warm applause. I think: he will have more confidence in himself in the future.

Through my continuous efforts to cultivate students in pronunciation, expression, movement and tone, after a semester of study, students' reading level has been improved to varying degrees, and finally achieved good results. I believe in one sentence: the golden city is there, and the stone is open. As long as you work hard, you will get something. Students who have just entered the first grade have some basic oral expression and reading ability in preschool, but their reading expression is not very good, so they need to continue to cultivate. In the first grade text, pinyin has context songs, and the text has children's songs and poems. They are all catchy with their unique rhythms, especially for these children. But there are always some students singing contextual songs, children's songs, poems and texts in class, and the effect is not obvious. How to correct them is not obvious. In the long-term low-level Chinese teaching, I have concluded that the improvement of reading ability should be cultivated from the following aspects:

First, approach students and cultivate interest.

First of all, encourage in time and open the door to children's hearts. These students, who have just entered the first grade of junior high school, have great mood swings, are very fragile inside and are easily influenced by the environment. Some students are timid. No matter how the teacher encourages and guides them, they dare not speak, let alone expect them to read the text. Facing these students, the first task is to make them speak and dare to express their ideas. So I spend my spare time in the classroom and talk to them about some family things, such as how many people are there in your family, who is the best for you and so on, so that they can talk. In addition, I play games with them outdoors and ask them to introduce me to the game. Then I used the last class to ask them to tell stories, solve riddles on the lanterns, and recite children's songs. I am a student and they are teachers. Whoever speaks well will get a small smiling face or applause. After a period of practice, some quiet children in the class have changed obviously, and they like to answer questions in class. They also dare to recite children's songs and texts in front of the podium. The most precious thing is that they have trust in me. Teachers who always feel good like me, stabilize their emotions from the heart and exercise their expressive ability. Under such circumstances, I began to do formal reading exercises.

Secondly, "read it a hundred times, its meaning is self-evident", giving students enough time to read. For most students, reading exercises should follow the principles of from simple to complex, from easy to difficult, and step by step. First of all, starting with the shortest and most appropriate nursery rhymes in students' life texts, it will get twice the result with half the effort to experience the fun of reading. For example, the contextual songs of Chinese Pinyin are simple and can make students read fluently. They not only learned pinyin, but also did some reading exercises. What a great opportunity. For example, when learning the text "People have Two Treasures", it is really useful to inspire students to know that they also have two treasures by guessing riddles, that is, hands and brains. Then let the students change the "person" in the text to their own names, and then change it to "father" or "mother" after reading it, so that students can have a certain intimacy with the text and naturally express their gratitude and attachment to their parents.

Finally, the encouragement of teachers' love is a golden key to open children's bold reading. Timely appreciation and appropriate encouragement are the source of motivation for students to learn with a happy and relaxed mind. If you can't appreciate him, encourage him. Don't give your child a blow at the beginning, find faults, find shortcomings, and throw cold water on him. If he reads so well, don't let the teacher demonstrate reading. Besides, if you want to read better, you should let them know the content of the text so that they can remember the content faster and read more interestingly. For example, when reading back in Exercise 2, let students talk about how their parents love them, make them feel happy and happy, and then learn this little nursery rhyme. At this time, children will read more attentively: father is a big tree, mother is a big tree, and I am a happy bird, flying around two big trees. In this case, I can't help but want to join them, read beautifully, and go back and read to my parents.

Second, cultivate skills and change the tone skillfully.

After a period of time, students have been able to read the text preliminarily. However, due to the lack of reading skills and understanding of the text, the tone is dull and there is no emotion. When reading, I always feel that something is missing. Later, I learned that in order to understand verve, students should first help them understand the thoughts and feelings expressed in the text, make full use of colorful and vivid illustrations in the text to stimulate students' interest in reading, and let students know that different texts are different in reading. For example, learn the text "Home" to let students know what home is, that home is a warm harbor, a lovely place and everyone's spiritual sustenance. There are our relatives and people who love us waiting for us, so as to design some questions and deepen their understanding of the text. In this way, students can integrate their feelings into the children's songs in the text, which can be read together, separately, softly, perform or compete.

Third, experience emotions and put yourself in the other's shoes.

When reading a text, I always pay attention to the appeal of the work. Texts selected from the first grade textbooks are characterized by story and interest. It is necessary to inspire students' thinking, deepen their understanding of the text, infect students with emotional language, let students naturally express their feelings in reading, regard themselves as the protagonist in the text, share joys and sorrows, put themselves in their shoes, boldly expand their thinking imagination and boldly create. For example, when teaching the text "North Wind and Little Fish", when reading aloud to the north wind, he proudly said, "Haha. Everyone is afraid of me. " Pay attention to let the students experience the arrogant scene of the north wind, and then use the headdress. Students who read aloud should have a high voice and strong intonation. With this kind of emotional experience, they will read more with emotion and better show the appeal of the text.

Fourth, feel with your heart and enrich your language.

Usually, whether in Chinese class or other classes, when I answer questions, I will guide students to express their ideas with the words they have learned, feel the rich language materials in the text or other classes with my heart, and try to use them in the usual classes to promote them to organize the language better.

Fifth, be good at motivation and pay attention to evaluation.

The evaluation in reading aloud is the most important. Whether students evaluate each other or teachers evaluate students, we should respect the facts. When praising and encouraging students, we should not only point out the shortcomings, but also put forward higher requirements, so that students can understand the direction of their next efforts, so that students can have the joy of success and increase their self-confidence in their efforts. For example, there is a student in the class named He Zhichao, who has never read aloud on stage and is timid. When he first read to everyone, he was expressionless. At that time, I saw tears of gratitude in his eyes, and I said I hoped to hear him read aloud and fluently next time. He blushed and nodded. In another reading, he read much better than the last one. I rewarded him with a small red flower and stuck it on the red flower table. The teacher responded with warm applause. I think: he will have more confidence in himself in the future.

Through my continuous efforts to cultivate students in pronunciation, expression, movement and tone, after a semester of study, students' reading level has been improved to varying degrees, and finally achieved good results. I believe in one sentence: the golden city is there, and the stone is open. As long as you work hard, you will get something.