Difficulties and Countermeasures in Teaching Chinese Pinyin in Primary Schools _ 26 Correct Pronunciation Methods of Chinese Pinyin

Chinese Pinyin is an important part of Chinese in primary schools and a tool for students to read, read and learn Mandarin well. However, the difficulty of pinyin teaching is also well known. Pinyin is just some abstract symbols and rules, which have no practical significance. It is obviously not easy for children aged six or seven to ask students to master Chinese Pinyin within eight weeks. In actual teaching, students have many difficulties in recognizing, reading and writing, which forms teaching difficulties. How to understand the difficulties in teaching Chinese Pinyin? How to make the abstract and monotonous pinyin enter the naive childlike innocence? This paper intends to make a preliminary analysis and exploration based on teaching practice.

First, the difficulties of teaching Chinese Pinyin

The abstraction of pinyin annotations and rules and the visualization of first-grade children's thinking are the basic contradictions in Chinese pinyin teaching, and also form many difficulties in teaching. Mainly includes:

1 memorization: It is difficult to form meaningful memorization.

From the perspective of memorization, there is no direct relationship between the sound and shape of pinyin letters, and learning Chinese pinyin in the lower grades of primary schools can only be mechanical memory. Although the design of the textbook is ingenious in terms of image and interest, the requirements for memory objectives have been adjusted (for example, the revised syllabus in 2000 and the Chinese curriculum standard of 200 1 require memorizing the Chinese phonetic alphabet and writing the initials and finals correctly. Reduce the existing requirement of "reciting" to "reciting" and the requirement of "dictation" to "correct writing". But in fact, it is impossible to change the basic characteristics of mechanical memory pinyin during this period, and it is also difficult to avoid the problems that students are easy to confuse and make mistakes in their studies.

In practical teaching, students often memorize initials "B and D", "P and Q", vowels "ei and ie" and "ui and U". Whether it's pronunciation or glyph, they often can't tell which is who. Even if some students remember it temporarily, they will soon forget it, and may even become more and more confused.

2 Spelling: easily influenced by dialect pronunciation

In pinyin teaching, students in dialect areas are influenced by dialect pronunciation, and the pronunciation of some letters is often biased or even difficult to correct. For example, there is no difference between a flat tongue and a tongue, a front nasal sound and a rear nasal sound, and a lateral sound "J" and a nasal sound "N", so it is an ancient language habit to spell a teacher as auspicious (silk), static (static) as near (near) and southern (difficult) as blue. But the specific voice environment is fixed and will not change frequently. Therefore, in the teaching in these areas, flat nasal sound, upturned nasal sound and front and back nasal sound are the key and difficult points, and teachers should be good at correcting students' specific pronunciation and pronunciation methods.

3 writing: it is difficult to have both correctness and neatness.

Writing initials, finals and syllables correctly and neatly, and remembering the stroke order and the position of letters in the four-line grid are really not easy for children who have just entered school. For example, when writing "m" and "n", you need to fill the middle grid with symmetry. When writing "P" and "G", the lower end of these two letters must be lowercase, while when writing "F", it is really difficult for students to start with one third of the capital. It is not easy for adults to judge the score of each of the four lines and three squares, and it is certainly more difficult for children who have just entered school.

Second, the countermeasures to break through pinyin teaching

In view of the above three teaching difficulties, the following plans to combine personal teaching experience for many years to make a preliminary discussion on the coping strategies of Chinese Pinyin teaching.

1 Actively use the text situation diagram to teach with life as the background.

The content of the "Pinyin Part" of the textbook is ingeniously combined with initials, finals, syllables, literacy, nursery rhymes, spoken pictures and texts, etc., which embodies the concept of "student-oriented" and highlights the scientific nature of each knowledge point. In particular, the situation map closely related to the learning content brings more creative learning space to teachers and students. Teachers should carefully examine each situation map from the perspective of students' cognitive level and strive to activate its appeal to students.

A Case Study of Chinese Pinyin N, O and E

(Show the scene of this lesson)

Teacher: What do you want to say after reading this picture?

Health: I think it's beautiful here.

Teacher: Where is the beauty?

Health (pointing to the picture): Trees, houses, grasslands, little girls, rivers, dragonflies, white geese and ducklings are all beautiful.

Health: I think the air here must be very fresh.

Teacher: What do you think? Can you tell us?

Health: Because I see many green trees here.

Teacher: There are many trees. They are very green. How to say a word?

Health: The trees are lush.

Teacher: Children, lush trees can not only bring us fresh air, but also beautify our environment. Do you like this beautiful mountain village?

Health (anger): Yes.

Teacher (pointing to the picture): The morning in the mountain village is so beautiful. Let's come to this beautiful mountain village and see what the little girl, the rooster and the big white goose are doing. Which child has the sharpest ears and can hear good sounds?

Health: I heard the little girl sing A's song and the rooster sing 0' s song.

(teacher shows a and o)

Health: I hear birds chirping, ducklings chirping and big white geese singing.

Health: I can carry geese, geese, geese, Xiang Tiange, with white hair and green water. ...

(teacher shows e)

Teacher: The children are very careful and clever. Now, while looking at the pictures, they read after the teacher: The little girl sings, A, A, A; The cock crows, oh, oh, oh; Big white goose pulls water, e, e, e.

Teacher: Today, we will learn the first lesson A, O and E. Can you remember the shapes of a, o and e?

Health: Yes.

Teacher: This picture in the book can help you remember the shapes of A, O and E. Please look at the picture, think about what you find, and share it with your deskmate.

(Students communicate with each other)

Teacher: Who wants to tell everyone about his new discovery? Point to the stage.

Health: I found the little girl's head a.

Health: I found that the rooster called this circle like O.

Health: the shadow in the water is like e.

Teacher: Whose shadow is in the water? Can you finish this sentence?

Health: the shadow of the great white goose in the water is like E.

Teacher: Good point!

Before learning Pinyin, teachers guide students to observe pictures, appreciate the beauty of nature, stimulate students' yearning for a better life, and let students learn the first lesson of Chinese Pinyin with a happy mood. Teachers make full use of situational diagrams to help students learn pinyin, cultivate students' observation ability, develop students' language and improve their interest in learning. At the same time, we should pay attention to cultivating students' autonomous learning ability, let students discover "new discoveries" by themselves, teach students learning methods, observe memory glyphs from intuitive images, and let students learn happily in the form of equal dialogue between teachers and students.

When teaching the four tones of N, I also help students understand that the car is driving on a straight road when it is flat, and tell students that reading one tone is straight: when the second tone rises, the car climbs up the slope, that is, the tone rises gradually when reading the second tone; At the third turn, the car gets off first, then goes uphill, which means the tone gets off first and then I get off four times, and the car goes straight down the hill, which means the tone gets off. While I was explaining, I demonstrated reading, and the students imitated and practiced reading with great interest.

2 Create children's songs stories and learn from images

Interest is the primary factor to learn knowledge well, and it is the key to learn Chinese Pinyin well to make students interested in learning Chinese Pinyin. Children's songs are children's favorite genre. They are vivid and easy to remember. They can overcome the boredom and monotony in pinyin learning and are very suitable for children's language characteristics. In teaching, we should trust students, guide them to imagine boldly and give full play to their creativity. For example, look at pictures, make up songs and remember letters. "Round face, horns, big mouth, aaa." ; "When a rooster calls ooo, draw a circle and it is O"; Cleaning the pond, a goose reflects eee in the water. Compare alphabet songs. Many letters in Pinyin are similar in shape and sound, so it is difficult for freshmen to distinguish them. Therefore, teachers can deepen their memory by comparing alphabet songs. "bbb listens to the radio, PPP splashes water, pony runs ddd, balloon rises QQ, crutches add horizontal fff, umbrella handle opens ttt, pigeon ggg, grass tadpole kkk, like chair hhh" These nursery rhymes highlight the characteristics of letters and are vivid and easy for students to remember.

The psychological characteristics of primary school students are that they are most likely to accept some vivid, concrete and interesting knowledge. Therefore, in teaching, teachers can tell some interesting stories closely related to the content of the text, create a pleasant and tense atmosphere, and cultivate students' imagination and creativity. For example, when I teach the whole class to read syllable one in my language, I tell a story first: One day, three children from iutl are going to play in the park, but they are too young to know the way. What shall we do? They let Big Y and Big W lead the way. When the big Y leaves with the small I, it becomes the syllable yi (reading). When the big W leaves with the small U, it becomes the syllable WU (reading). Only Little ii didn't take him, so he cried and two tears came out. What should I do? Hearing the crying, big V turned around and saw little U crying so sadly, so he went to his side and touched his head and said, "OK, I'll bring another one, but you have to wipe away your tears and remember not to cry." Xiao n was so happy that she sang as she walked: "iuti walked alone, big y and big w led the way, and small tears were wiped clean, and everyone moved forward step by step." In this way, the knowledge is turned into an interesting story, so that students can quickly accept the three syllables of yi, wu and yu, deeply understand and remember them, and also make students pay attention to removing the two points behind U and big Y.

3. Explore students' life experiences and promote meaningful learning.

Spelling syllables is the key and difficult point in learning pinyin. Six-year-olds talk a lot before entering school. From the perspective of pinyin, they can pronounce many syllables, but they don't know or understand why they want to break down syllables. For example, when they see a dog, they know it (gou), but they can't distinguish it from the initial g and the vowel ou. Will unconsciously connect the initials and finals into syllables for four-tone spelling, so the spelling of syllables has become a learning difficulty for children to get started with pinyin. According to the arrangement characteristics of many syllables closely related to students' life experience, teachers can call on children's existing life experience, directly cut into syllables and spell difficulties. For example, in the third Pinyin Festival of Chinese Pinyin Lesson 5: melon, fruit, fire and width, you can make a courseware first, and show a picture of a watermelon, a pot, a flower, a fire and a circle from small to large from the computer. Let the children know what they are already familiar with in life and say their names (in fact, they have called out their original "phonetic reserve"), and then guide the students. When students have difficulty in understanding, use courseware to show initials, vowels and tones respectively, and put them under the pictures accordingly. Finally, inspire students to "collide" these initials and finals into a syllable. Then use the simple song formula of "the first sound is light and short, the second sound is heavy, and the two sounds are intense" to help students understand the spelling method of pinyin. In this way, during the Pinyin Festival, students will repeatedly try to figure out the meaning of "short front sound, heavy back sound and double sound collision" and quickly master the skills of spelling. Then introduce the four tones of the above five syllables, let the students read them and talk about them in combination with the actual life (just say a two-syllable word or sentence). This kind of expansion activities from easy to difficult and from shallow to deep are all carried out according to students' life experience.

In order to satisfy each child's learning desire and form an open learning style suitable for different individuals, teachers can create an open learning environment, and a good learning environment can optimize students' learning consciousness and learning behavior. In order to create an atmosphere for learning Pinyin, we can decorate the classroom where students get along day and night into a "Pinyin World", make a name label for each child, put Pinyin on Chinese characters and hang it on the wall, so that children can introduce their names in Pinyin and get to know their peers. Put a "Pinyin Label" on everything in the classroom, learn it every day and use it every day. In short, as soon as students enter the classroom, all kinds of pinyin sentences abound, as if they were integrated into the sea of pinyin and can be freely obtained. The classroom full of pinyin makes children learn interesting without increasing their learning burden, and also consolidates their knowledge unconsciously.

4. Strengthen observation and guidance to improve identification ability.

Writing Pinyin well is the key to learning Pinyin well, and it also lays the foundation for future writing. Letters must be written correctly, that is to say, they must be written in strict accordance with the stroke specifications. Ask the students to distinguish between left and right, know the four-line grid, carefully observe the position of the taught letters in the four-line grid, and then guide the writing. Some strokes, such as "V", "V" and "V", are inclined downward and upward, while "V" and "V" are inclined to the left. Students will have difficulty in learning to write letters for the first time, so teachers should do more demonstrations and strengthen individual counseling. Attention should be paid to cultivating students' correct writing posture, writing posture and good writing habits. Teachers demonstrate while explaining, and guide students to observe carefully. For example, to teach the writing of A, the teacher first tells the students to write in the middle of the four-line grid, first write the left semicircle, and then write the vertical curve and the right curve to determine the stroke order. Then lead the students to practice in the blank, and then let the students talk about writing methods and how to write well. The teacher should remind the left semicircle to be round, not slender or flat, vertical and right bends to be round, not angular, and don't read it stroke by stroke before writing. Teachers should tour guidance, and finally praise and show well-written and asymmetric individual counseling so that they can write correctly. I believe that with the help of good study habits, students will be able to write beautiful pinyin letters.

5. Create communicative situations and deepen and consolidate them in application.

Pinyin is learned and used. You can only read, not write. You can only write, you can't read, you can't use it freely. Only reading and writing can complement each other. After learning initials, finals and overall pronunciation, I will combine reading and writing to consolidate pinyin. Sometimes, syllables and context charts are used for speech training. For example, when teaching the syllable "dashfi", I ask students to practice speaking according to the illustrations in the textbook. One student said that her sister was reading in a chair in the park, and another student said that her sister was quietly sitting in a chair in the park and reading carefully. Sometimes related knowledge will be infiltrated by the meaning of syllables. For example, when teaching the syllable "peacock", let students exchange knowledge about peacocks. Some students say that the peacock's hometown is in Xishuangbanna, and some students say that the male peacock will open the screen. Students are interested in extracurricular reading and have high enthusiasm. If you have time, you can also ask students to write down the sentences they think of in syllables, read them to your classmates, and comment on who wrote more, read them accurately and loudly, so as to praise them and encourage poor students to work harder. I showed my good works in time in Pinyin Paradise for everyone to enjoy. At this time, students' interest in learning and practicing pinyin can be very high. It can be seen that through the communication of real situations, integrating abstract pinyin into vivid events and activities can not only stimulate students' interest in learning pinyin, improve learning efficiency, but also be an effective way to carry out early oral training and read aloud in advance. In this regard, I think the following four "starts" are effective focus points. That is, starting with the spoken language that students are most familiar with; Starting with students' daily necessities; Starting with the learning stationery used by students; Start with what students are most happy to do. One sentence a day, displayed on the blackboard, creates an atmosphere of pinyin syllables that students like and love to learn, which not only improves their pinyin ability, but also develops their oral communication ability.

As Chinese teachers in junior middle schools, we all know that pinyin teaching is the basis for primary school students to learn Chinese, and its specific teaching methods should also be designed according to students' psychological characteristics and actual situation. I believe that as long as we are good at learning and use appropriate methods in teaching practice, we will certainly make students learn Pinyin easily and interestingly, and make Pinyin teaching a paradise for students to learn.

(Editor: Zuo Xiaowen)