How to enrich primary school students’ literacy

Chinese learning is the foundation for individual development and national development. There are only two tasks in Chinese learning: first, learn to use Chinese as an important communication tool, that is, learn to listen and speak, learn to read, write, and read. and composition, master oral and written language; secondly, in the above-mentioned process, we must accept the influence of national culture, enrich the humanistic spirit, develop people's cognitive and thinking abilities, and establish a correct world outlook, outlook on life, and values and aesthetics. Among them, recognizing and reading Chinese characters is a hurdle that needs to be overcome in Chinese language learning. The so-called recognition and reading refers to knowing a certain number of commonly used Chinese characters. The "knowledge" here refers to being able to recognize and accurately read the pronunciation of the characters in Mandarin, and being able to understand the general meaning of the characters based on one's own life experience or language environment.

For first-year students who have just entered school, they will see a large number of abstract Chinese characters as soon as they open the textbook. This determines that literacy teaching is an important part of the Chinese teaching content in primary schools and the entire Chinese teaching. cornerstone. The "Chinese Curriculum Standards" clearly point out that the literacy principles of "separation of reading and writing" and "reading more and writing less" should be followed in teaching, which greatly improves students' understanding of characters. For example: in the first volume of first grade, students are required to be able to read 400 words and write 100. However, in the context of the new curriculum, the overall amount of class hours in our semester is less. So, what kind of strategies should be adopted to allow children to recognize and read a group of the most commonly used Chinese characters as soon as possible, easily and conveniently, will naturally become a question of reforming mother tongue education, One of the focuses to improve the efficiency of Chinese learning.

Although there are still some shortcomings and regrets in the ecological environment for Chinese character recognition and reading that children today have, after all, it is very different from the past. (Word) resources are much richer than in the past. Nowadays, they can not only understand Chinese characters through some specialized literacy reading materials, but also have extensive exposure to Chinese characters through the Internet, watching TV, visiting, reading newspapers, reading product advertisements, visiting stores, and entering supermarkets. Therefore, as long as we pay attention to utilizing, optimizing and developing the learning environment and conditions around children, we can consciously guide children to recognize and read a batch of Chinese characters.

1. Make full use of the rich curriculum resources of the new textbooks to stimulate students’ interest in literacy.

The first-grade Chinese textbooks published by the People's Education Press have newly selected texts, are close to children's lives, are full of childlike interest, are rich in literature, cultural connotation and flavor of the times, and are highly readable. The brightly colored illustrations, easy-to-understand content, childlike exercises, and baby words hiding among the green leaves and red flowers are like a delicious and delicious "happy meal" prepared for the students. The curriculum reform teaching materials arrange various forms of literacy, such as: literacy in rhymes, literacy in pairs, literacy in character families... The purpose is to arrange rich content, stimulate students' interest in learning, and improve students' literacy ability. Therefore, when I teach literacy, I carry out various educational and entertaining literacy activities to cultivate students' interest in literacy. When guiding students to independently cooperate to explore new knowledge, I pay attention to the use of intuitive teaching aids, vivid teaching language, appropriate The body language turns difficulties into easy and boring into vivid, making students happy to learn and take the initiative to learn.

1. Learn to read through colorful games.

First-grade students all like games. We guide students to learn Chinese characters through colorful games, which are both educational and entertaining, so that students can really like Chinese characters and develop a strong interest in literacy. Bruner said: "The greatest interest in learning is the interest in learning materials." Games are often played, and students' interest becomes more and more intense.

① Various forms of competition reading. Taking advantage of the competitive characteristics of lower-grade students, we often carry out competitions and competitions to consolidate review in the competition. Groups compete in "train driving" to see who can recognize the subject faster. Carrying out these competition activities can not only cultivate students' interest in learning, but also check the results and fill in the gaps for individual students in a timely manner.

②Look for word cards and play games. After finishing a lesson or unit, write the new words you have learned on the card. One student will read it, and the other students will find the word card and display it. Or two children, I read one and you look for it, and you read and I look for it. The more students read and read, they will naturally recognize the glyphs of the students' characters and pronounce them correctly.

This is flexible and time-saving, and can stimulate students' interest in learning.

③Look at pictures and post words; find friends, pick apples, etc.

2. Ask for parents’ cooperation. In the process of learning Pinyin, there are many exercises that only involve Pinyin. I ask parents to help me write the corresponding Chinese characters for Pinyin, and then let the children find friends. In this way, the students not only consolidate the Pinyin knowledge they have learned, but also understand the Pinyin. There are many Chinese characters that have not yet appeared in books.

2. Make full use of campus cultural resources to expand students’ literacy pathways

Campus is the place where students study and live, and campus culture plays an edifying role in students. Therefore, I make full use of campus cultural resources in teaching and focus on strategies to guide students to learn literacy independently.

1. Know students’ names and improve their literacy.

In order for students to know each other, know their names, and learn to read quickly and effectively. At the beginning of the semester, let students introduce themselves and project their student cards on the screen so that students can intuitively recognize their classmates' names. At the same time, in order to solve the problem that first-year students learn and forget quickly when they are literate, I posted a roster of the whole class at the back of the classroom, and also posted a seating chart for the whole class in the front of the classroom, and often asked students to Get to know the names of your classmates during the process of handing out assignments. In addition, students are mobilized to use their spare time to communicate with classmates, and even communicate with students in other classes and years, so as to consolidate literacy, improve oral communication skills, and enhance friendship through interaction. In this way, the students knew the names of all the classmates in a short period of time, and their literacy increased greatly.

2. Appreciate the beautification of the classroom environment and improve literacy.

The classroom is the main place for students to learn. In order to enable students to improve their literacy, we have put a lot of effort into the layout of the classroom to create a good literacy environment for students. There is a pinyin garden on the right side of the back of the classroom, which contains a list of initial consonants, finals and overall syllable recognition. At the back and lower left of the classroom is the literacy world. Students write or paste the words they know outside class on it and communicate with each other. The students have a sense of accomplishment and are very motivated.

3. Appreciate the beautification of the campus and get to know the notice boards on the campus and the plaques in the classrooms. Improve literacy.

Our campus is very beautiful, with a beautiful biological garden and many slogans. There is an English park in front of our classroom, and there are various introductions about the school on the wall. We use team classes or after-school time to lead and guide students to read while visiting the campus. We guide students to understand slogans such as "Respect teachers, love students, work hard", "Cherish life, pay attention to safety", and understand "Lotus, Rose" ", Bauhinia" and many other plant names, they have learned about various planets in the solar system. In this way, students are guided to organically integrate familiarity with the campus environment with independent literacy. A strong love for the school and a strong desire for knowledge that takes the initiative to literacy penetrate each other. Students’ internal drive for literacy has greatly increased. We also regularly hold activities such as autumn outings and spring outings to direct students' horizons to extracurriculars with unlimited information.

3. Adopt a "life-oriented model" to display text resources and encourage students to learn literacy happily.

Life-oriented teaching materials must adopt a life-oriented teaching model, placing teaching activities in students’ familiar life situations, which invisibly dilutes students’ awareness and learning awareness, and strengthens subject awareness and life awareness. This stimulates students' strong desire to learn literacy.

1. Let life enter the classroom.

When teaching oral communication "Vegetables I Love to Eat", students are first organized to hold a vegetable exhibition. Let students bring vegetables from home to display on the school desk (please ask parents to label the vegetables they bring in advance), and then organize students to visit and carefully remember the names of various vegetables. Integrating boring literacy teaching into life, students can learn in a relaxed and pleasant atmosphere, and students can easily remember some rare and complex words. When they start learning, the words students know are very limited, but they have already had certain life experiences. In daily life, on TV, or even in play, they have these words in their minds, but they just cannot put them into words. It is expressed in language.

In teaching, teachers describe the meaning of words based on children's characteristics and guide students to say the word or sentence. In addition, you can also use interesting games to learn words, such as using the word "一" to bloom, a person, a bird, a table... Instruct students to say a large number of quantifiers, using "flower", "tree" to bloom, and require Students name related plants; ask children to name the games they play and their actions. I think it is very necessary for students to learn how to use dictionaries early, and this is not a difficult thing. When you see a word you like, remember it and copy it. Of course, the accumulation of vocabulary focuses on understanding and application.

2. Let the classroom come to life.

①Use billboards, station signs, promotional plaques, etc. to learn literacy.

Children living in the information society deal with words all the time and everywhere. Some parents run small businesses, and there are many packaging bags, advertising paper and store signs in the store to guide students to pay attention to observation and collection, and carry out literacy training anytime and anywhere. How happy it will be when students can correctly recognize and read words in their living environment! Therefore, students enjoy it endlessly, and sometimes bring some "words" to school to test each other. It is really "enjoyable"! usually. We also consciously guide students to ask their father and mother what is written on the billboard when they go shopping or traveling, and what is the name of the store. They may not be able to remember it at one time, but the more times they go out on the street, the more they meet those words. The frequency is also high, and I can remember them without realizing it. For example, McDonald's, KFC, and Blue Cat are all familiar to students.

② Organize various activities in a planned manner to allow students to learn literacy in a pleasant and relaxed atmosphere.

When teaching the lesson "Shopping Mall of Your Own Choice", students are first assigned to go shopping and visiting the supermarket. In the supermarket, parents are asked to guide students to read freely in front of the products and trademarks. The students happily tell their parents all the words they know, and the parents are responsible for recording. This kind of vocabulary teaching will be easily solved. In the after-school activities, a product exhibition was held, allowing students to cut out the empty shells and trademarks on the cartons of used products and bring them to the class for display. Through the display, the students learned many words.

4. Use the large space for extracurricular reading to improve students’ literacy.

1. Strengthen extracurricular reading and broaden literacy pathways.

Literacy teaching is the focus of low-level Chinese teaching. In teaching, many teachers realize that only when new words are encountered repeatedly in a specific language environment can they truly become mature words, and only then can they be used by analogy. Organize and carry out a variety of extracurricular reading practice activities to guide students to learn and use new words through various channels outside class, so that "literacy" can penetrate into all aspects of students' daily life, which not only consolidates literacy teaching, but also cultivates students' initial interest in reading. .

Students in the second semester of first grade have mastered Chinese Pinyin, know more than 400 commonly used Chinese characters, and can read some simple children's songs and children's stories. At this time, while teaching new words, I guided students to read some extracurricular books that they were interested in, which not only stimulated students' interest in reading, but also effectively consolidated the familiar words they had learned. For students to relearn the words they have learned in a new language environment is a transfer of knowledge, relearning with interest, and the effect of "reviewing the past and learning the new". Because some parents are not very good at choosing extracurricular reading materials, at the beginning of the school year, when I encouraged everyone to buy extracurricular reading materials, I made some suggestions. You can buy technology-related ones, or you can buy children's songs, riddles, fairy tales, etc. What makes me happy is that some parents can buy corresponding books according to their children's reading ability. Poorer students buy children's songs, riddles, or short knowledge books on One Hundred Thousand Whys; students with strong reading skills buy fairy tales, student exercises, etc. The specific knowledge introduction meeting will be carried out as follows: students are asked to select the knowledge to be introduced to everyone, circle the words they do not know, write down the pinyin (you can ask parents and teachers for help, or you can look up the dictionary), and then read it well. Communicate in reading class on Wednesday, once a week. Each time the winning prize is awarded, there is no limit on the number of people, as long as you can read fluently, you can win the prize.

In this way, this class every week has become what students look forward to the most, because in this class, they can guess riddles, listen to stories, and introduce their own knowledge, which is relaxed and interesting. This process not only consolidates the new characters, but also promotes the eugenics to learn characters in advance and accumulate language, ensuring that "the lowest level is guaranteed and the upper level is not capped", so that students of different levels can gain something from "reading" and gain from "reading". develop.

2. Carry out extracurricular reading practice activities to lead students into a broad living space to consolidate literacy.

I carry out practical activities based on the actual life of children and their interests. Each activity has a theme, guiding students to collect information by themselves and using their brains around this theme, and share their findings. After communication, you can also use simulation and situation creation methods to help children learn to read. For example, literacy activities such as "Doll Supermarket", "Animal Games", "Flower World", "Autumn Fields", "I am a Little Tour Guide", "Visiting the Home Appliances Mall" and so on. The famous psychologist Vygotsky said: "Activities and interactions are the source of development." Activities are a part of children's lives. I pay attention to communicating with social life in teaching, so that children can transition from the "me" world to others as soon as possible. A wider surrounding environment to absorb various information and expand the space of imagination and thinking. Therefore, when students have mastered literacy methods, are willing to read, and are good at literacy, I will consciously let students learn literacy in life.

3. Make your own "literacy textbook" to guide students to extend the teaching materials outside of class.

Literacy teaching requires textbooks, which are the basis for learning Chinese. However, just relying on a few textbooks for literacy is not enough, because the things that textbooks can contain are too limited. Although most new words have to appear several times in textbooks, most of them still do not reach the number of times that students can form permanent memories. As for the ambiguity of new words, it is even more impossible to reflect it in limited textbooks. Therefore, I guide students to extend teaching materials outside of class and combine students' learning of new words with real life. Advertising signs, product packaging, and various newspapers and magazines that students come into contact with most in life can all become the best materials for children's literacy. I asked them to collect these, cut, draw, and paste them, and it became a "literacy textbook" with pictures and texts. In this process, students use their hands, brains, collection, organization, and arrangement, which is also a creative process.

In short, small Chinese characters have endless mysteries. Teachers should give full play to their leading role, combine students' thinking characteristics, mobilize students' multiple senses, and make students actively participate in literacy teaching. They should always start from the reality of the student body and encourage students to imagine and practice, so that students can achieve success. Joy, thus making boring literacy teaching a hot spot for cultivating students to discover interests and passionate exploration.