How to improve literacy efficiency and lay the foundation for reading teaching

It is the trend of Chinese teaching in lower grades after the curriculum reform to increase literacy, recognize more and write less, and let students read as much as possible as soon as possible, so as to enter the Chinese character reading stage as soon as possible. However, at present, the amount of literacy is too large, the Chinese class hours are few, and the task of literacy teaching is heavy. This is a very difficult problem in front of our teachers, who are very confused. At present, there are three tendencies: one is to spend more time on literacy and know a lot of words, but with the growth of grade, students can't read effectively. The second is to ignore literacy teaching. "If you don't know today, you will know later.". Anyway, you don't write silently, and students do what they can, which leads to more and more "debts" and lays a "curse" for future Chinese teaching. Third, the teaching method is wrong, which can not closely meet the requirements of literacy teaching under the new curriculum concept, and it is inefficient, time-consuming and ineffective. In short, the efficiency of literacy teaching is worrying.

So how to improve the efficiency of literacy teaching? The core idea is: to establish the concept of big language, let students often contact new words, and establish an open literacy teaching system. In view of the present situation of Chinese teaching in China, we should focus on four aspects:

First, pay attention to preview before class.

Chinese learning, kung fu is outside class. Only by making some efforts after class can we effectively relieve the pressure of classroom teaching and improve the efficiency of classroom teaching. As the forerunner of Chinese learning, preview plays an indispensable role in teaching. Especially in the case of less class hours and more content, it is more important to cultivate students' preview habits and improve their preview ability as an important task in Chinese teaching. In literacy teaching, preview before class is mainly to draw new words, read new words, read texts and make new words cards, so that students can learn, remember and read through their own efforts. Respect and face up to the differences between students, and solve as many as you can. Over time, students' autonomous learning ability will be improved, which will also reduce the burden of Chinese teaching in the future. Attention should be paid to the preparation before class:

1. Let students take reading texts and memorizing Chinese characters as important learning tasks. This is in line with the concept of "doing less questions and reading more" mentioned in the curriculum standards. Students should be told the importance and necessity of preview. Preview is not dispensable, but essential.

2. Check and urge at any time and encourage praise in time. Insist on checking students' preview in various ways a few minutes before each class. Vigorously publicize the students who have previewed, and promote more students to develop the habit of previewing.

3. Pay attention to students with learning difficulties. Give necessary help according to the characteristics of different students. Give full play to the demonstration and leading role of the students prepared before class, and help the students who are not prepared well by being a small teacher and working in groups. Case: A Chinese character.

Second, to ensure effective classroom participation

Effective participation here means that all students should actively participate, and all learning activities should make students gain something, without putting on airs or going through the motions. At present, in order to ensure students' effective participation in our literacy teaching, there are four most important issues:

1. Reasonable arrangement of teaching content

Scientific and reasonable arrangement of teaching content is the premise to ensure students' effective participation in teaching.

(1) The teaching content should not be too full. There are too many goals in a class, and I don't want to give up any of them. As a result, the 40-minute class has too much teaching content in order to cover everything. The teacher works very hard after a class, and pushes it slowly, fearing that the task will not be completed, and the students can only end up with the teacher's rhythm, but it is doubtful how much the students have learned. Everything is everything. Only by giving up can you gain something. The text is an example. In order to make students gain something through this example, we must accurately grasp it, appropriately reduce two or several links, and make some of them thorough and detailed, so that teaching can be effective.

(2) Follow the laws of students' physical and mental development and Chinese learning. For literacy classes, we advocate decentralization and reduce concentration. Decompose the literacy task properly and recombine it according to the font or content and the learning situation of different students, so that students can complete the literacy task step by step. Try to set aside 5-8 minutes for each class to write one or two words. Avoid throwing it at students in large quantities, which will not only affect the memory effect, but also make children feel bored and scared.

2. Guide students to read independently

Guiding students to read independently and stimulating their interest in reading is the key to ensure students' effective participation. This is to change the single-accepted classroom teaching mode of "teachers talk and students listen", change teaching methods and actively advocate independent, cooperative and inquiry learning methods. Teachers are organizers, guides and evaluators, not commanders who want to put everything above students. Let students master certain knowledge and skills through certain processes and methods in full interest. Generally speaking, the following methods can be adopted:

(1) Guided discovery: It means giving students the right to read, reading by using language factors that students are familiar with (such as spoken language and common expressions in life) and students' life experience, so that students can feel the pleasure of reading. In the teaching process, from the memory of glyphs to the writing of new words, whether it is the structure of new words, the order of strokes, the characteristics of glyphs and the main points of writing, students will be allowed to discover and compare themselves. As long as students actively participate, they will have their own discoveries and feelings, often come up with many good ideas, and the spark of thinking will be open to the outside world, so as to explore their creative potential and cultivate their personality quality. Case: Jade. What teachers do is just proper guidance and full affirmation. In such a pleasant learning atmosphere, students' learning potential will be fully exerted, which is far better than teachers blindly leading students by the nose. Students who study actively and happily are bound to get twice the result with half the effort.

(2) Literacy in the game: create colorful situations, let students learn new words in the game, and turn the difficult literacy process into a game that students like. For example, driving a new word card train, typing word cards in groups, you say I look for it, group competitions, postman delivering letters, picking apples, finding friends, winning red flags, you say I guess and so on. In such an atmosphere, literacy is no longer a burden, but a pleasure and enjoyment. Case: Stack.

(3) Being a small teacher: Students love performance, especially the primary school students in lower grades, and are more willing to show themselves in front of everyone. This is worth making full use of, such as reading and checking new words, which can be done by small teachers, which not only greatly mobilizes the enthusiasm of students, but also reduces the burden on teachers, killing two birds with one stone. Case: Wolf and sheep.

(4) Group cooperative learning: create all conditions and opportunities in different learning processes to ensure that students can improve their literacy efficiency through cooperative learning. For example, groups help each other teach new words; Or the group leader can display cards of new words at will, and others can read the contest and check their mastery of new words.

If you don't read it correctly, the group leader should be responsible to the church; Group members exchange literacy methods with each other, share their unique methods with classmates, feel the joy of learning, and open their minds in happy learning.

Group study can easily turn good students into bad ones. What should we do? We should establish some basic rules for group cooperation in advance: before cooperation, group members should think independently, how do they think, how do they read, how do they draw, and when they cooperate, they should speak their own ideas separately, and others will listen, then discuss and form a collective opinion. When the group is asked to report, the teacher should replace "which group wants to talk" with "which classmate wants to talk". They can also try to set a group's point of view as the goal for everyone to express their views. In concrete argumentation, students' thinking will collide and problems will be solved. In group discussion, teachers should not wait and see, but go deep into the group to really understand the effect of students' learning, so as to flexibly adjust the next link, not for the sake of cooperation, but for practical results.

3. Teach students a variety of literacy methods

Teaching students a variety of literacy methods and improving students' autonomous literacy ability are the key to ensure students' effective participation. Literacy teaching is not only to teach students the words specified in textbooks, but also to cultivate students' independent literacy. Once students' autonomous literacy ability is improved, literacy teaching will be easy. How to cultivate? Curriculum standard requirements: pay attention to teaching literacy methods. In the teaching of new words, the easiest thing to solve is the sound, and the most difficult thing is the form. Some teachers read the pronunciation of new words repeatedly, but ignore the most difficult form-guiding memory. After students learn basic words, basic strokes, stroke order and common radicals, they can think about ways to remember new words. About literacy methods, there are some introductions in reference books, such as adding one, subtracting one, changing radicals, guessing riddles, making up short stories, reading more, expanding words, saying sentences and so on. , can be used in combination with the actual situation of students. However, we should pay attention to one thing: we should not only teach students the basic methods and laws of literacy, but also consider students' different learning styles, encourage and allow students to choose their favorite methods, familiar and accustomed methods to memorize words, respect students' free choice and protect their confidence in literacy. Case: grain.

There is an important viewpoint in Curriculum Standards that "try to combine knowledge with practice". It is to create opportunities for students to practice and use new words in time. If you use it too much and use it well, you will be "complete." In teaching, we should demonstrate and guide consciously and step by step, for example, let students use words to form words and sentences, let students read short passages and learn to speak. These methods can provide students with opportunities to repeatedly contact words and develop their comprehensive language ability and literacy ability. Case: The House of Chinese Characters (2) ①

"three noes" in literacy teaching;

1. Don't be too eager to be modest, the class is clear, and everyone knows it. We should acknowledge the differences between students and respect them. There are more than a dozen new words in one text, so you don't have to pass all the tests before learning the next one. You should realize that learning Chinese characters is a repetitive and long-term process. Born once, met twice, met many times, and became good friends. It is important to create various ways and means to increase the opportunities for Chinese characters to meet students and strengthen the reproduction and consolidation of Chinese characters.

2. Do not make a detailed analysis of Chinese characters. The necessary analysis is correct and necessary. But don't analyze the form and meaning of Chinese characters too complicated, especially avoid analyzing some unknown and complicated parts of Chinese characters. Mainly through various forms, design various activities, such as word games, reading activities, competitions and so on. Know Chinese characters again and again, so that students can grasp the glyphs as a whole and get to know them gradually from this lesson to other language environments.

3. Don't extract new words from the language environment prematurely and read them alone. It is necessary to recognize new words repeatedly in the context, recognize them in a specific language environment, and then extract them, so that students can rely on a language environment and have a gradient from simple to difficult, which can reduce the difficulty of students' literacy. This will be explained as a separate topic. )

Third, strengthen after-school consolidation.

According to the rule that students forget "fast first, then slow down", the new words must be reviewed in time in the next two or three days. Literacy teaching should not stop because of the end of classroom teaching. It's normal for Don to forget after meeting him for a few days. It is very important to strengthen after-school consolidation. There are many ways to consolidate new words after class, and many teachers have their own set of effective methods. Pay attention to three points:

1. Make full use of new word cards: for example, stick new word cards on the classroom wall to make students know new words more consciously or unconsciously. Read the cards in the group for a certain time.

2. Give full play to the evaluation function. You can check students' literacy at any time, understand differences, find problems and consolidate them in time. Choose literate kings and literate experts to stimulate children's reading interest and desire.

3. Fully expand the reading area. The purpose of increasing literacy is to guide students to enter the Chinese character reading stage as soon as possible. The "combination of knowledge and practice" mentioned in the curriculum standard is mainly to increase reading. Only when students apply what they have learned can they appreciate the pleasure of literacy. Teachers should recommend short passages to students in a planned way, and write some sentences and short passages with new words for students to read. In short, do everything possible to let students enter reading ahead of time, and often encounter new words.

Fourth, broaden the channels of literacy.

Literacy requires walking on two legs, one is to know the words in the textbook, and the other is to use various resources to read independently in life. In daily life, opportunities and channels for literacy are everywhere. If we make full use of these resources, literacy teaching will be much easier. Campus, class walls, shops, food bags, advertisements, trademarks, classmates' names, TV, newspapers, magazines, etc. They are all good places to study. Students should be encouraged to recognize and read new words when they see them. Spend more time to create some communication opportunities for students and show the achievements of independent literacy. Case: Literacy Garden. This reduces the pressure of literacy teaching. Do you know which word? Where did you meet him? Teaching has also become interesting. Students' literacy is constantly improving, which will definitely lay a solid foundation for reading in middle and senior grades.