What are the literacy teaching methods for lower grade students in primary schools?

Lead: Literacy teaching is particularly important in Chinese teaching in primary schools. Students must read and write a composition before they can read. If you know too few words, you will encounter great difficulties in reading and writing. Therefore, in order to teach students to master written language and be able to read and write, they must first know a sufficient number of Chinese characters.

What are the methods of literacy teaching for junior primary school students? First, the media stimulates literacy.

As the saying goes, interest is the best teacher. With interest, learning is not a burden, but fun. Literacy itself is boring. Therefore, in teaching, teachers must grasp the psychological characteristics that the attention of junior students is easily distracted, make use of a large number of illustrations and word diagrams in junior textbooks, and adopt vivid, vivid and intuitive multimedia courseware or new word cards to improve students' literacy desire. Students watch the strokes and strokes of new words through multimedia literacy software, and follow the teaching software for listening, speaking, reading and writing training.

For example, when teaching students the word "sound", the computer vividly demonstrates the rising process, making it easier for students to remember the font and the meaning of the word. Another example is to teach hieroglyphics such as "Sun, Moon, Water, Fire, Cattle, Sheep, Wood and Wo". First, let the students observe the pictures carefully, see their shapes clearly, and then show the Chinese characters. Let the students compare the pictures and texts, visualize the abstract Chinese characters, and let the students jump from perceptual knowledge to rational knowledge and remember the glyphs quickly.

Second, give students a variety of literacy methods

Psychological research shows that primary school children's intentional attention time is short, and unintentional attention is dominant. According to this feature, if we want to keep students' interest in learning Chinese characters in the whole activity, we can't just do it in a single form, otherwise the interest spark that has just been ignited will be extinguished. Guiding students to change their forms and constantly satisfying their curiosity is an important means to promote their learning. At the same time, we should also guide students to learn to read in their favorite ways, gradually cultivate students' ability to read independently, give students the right to read, and let students feel the fun brought by literacy.

1. Riddle literacy

According to children's curiosity, making up some riddles for students to guess can arouse their desire to read. For example, A Family of Three, Meeting for the Second Time, How Dare One Step on the Prince (Du) and so on. , so that students not only remember the pronunciation and glyphs, but also understand the meaning of words, and at the same time exercise their thinking ability, language organization ability and expression ability, and also mobilize the enthusiasm of literacy.

2. Action literacy law

This method of literacy is especially suitable for those words that represent actions. For example, the zigzag of the word "kick" is more complicated. If students are asked to play football and then show the word, they will remember it by reading and adding the actions they did before. The same method can also be applied to jumping, blinking, hugging, patting, biting and many other words expressing actions.

3. Classified literacy method

Most Chinese characters are pictophonetic characters. The pictophonetic symbols of pictophonetic characters indicate meaning and phonetic symbols indicate sound. Teaching from the unity of form, sound and meaning can get twice the result with half the effort. Such as, rub-criticize-arch, miserable-shame, hey-coax-mile, blackbird, Dan-boat, Tao-shou, Chen-freeze, Wen-wen, anti-back, Yi-tao, it- an, inch-shoot, car-load, melon-gung, roll. Such a literacy method can not only understand the meaning of words, but also increase the amount of literacy, which is conducive to improving the memorization effect and promoting students to draw inferences.

4. Make up a jingle literacy method

In teaching, it is very effective to weave boring Chinese characters into jingles to help students remember. Such as: the wind shakes the branches and breaks the twigs (maple); Xiao Wang and Xiao Bai sit side by side on the stone (wall); Talking to himself (remember), the cow hid under the eaves, looking up at the sky, and there was no picture (lead). A square room, a piece of wood in the middle (trapped), etc. At the same time, students are encouraged to exert their imagination and carry out literacy education of independent innovation. For example, when remembering "sunny day", "eyes" and "mood", students can write their own jingles: one day the weather is sunny, the eyes are big and the mood is good.

5. Synonym and antonym literacy

It is also an effective teaching method to accumulate synonyms and antonyms to memorize Chinese characters. For example, when teaching "Up and Down", the teacher shows the card "Up" and makes an upward movement, while the students take out the card "Down" and make a downward movement while reading. Synonyms and antonyms have continuous memory. Using this method, students can not only understand the meaning of words, but also improve their literacy.

6. Read with familiar things.

Language comes from life and eventually returns to life. Combining literacy teaching with real life can not only improve students' memorization efficiency, but also enable them to use Chinese characters flexibly. For example, when teaching "apples" and "rice", the teacher asked, "Do you know this thing?" The student raised his hand and said, "This is the fruit and rice we ate. It tastes good. "

There are many ways to improve students' desire to read. As long as teachers use these literacy methods flexibly, they can effectively cultivate students' interest in literacy, improve students' autonomous reading ability and receive good literacy teaching results.

Third, transfer literacy methods and consolidate literacy achievements.

Transfer literacy method is to use the transfer of familiar words to understand the words with radicals, remove the radicals of familiar words and replace them with familiar words. Such as "west+day =?" (Sun) "Female+also =?" (She), "Grass-grass head =?" (in the morning) Adopting this method in the classroom can effectively stimulate the interest of teachers and students in participating in interaction and developing literacy competitions. Teachers can test students, and students can test teachers according to their looks. In this way, it can not only stimulate students' thirst for knowledge, but also strengthen their memory of Chinese characters, so that students can experience the pleasure of success in literacy.

Fourth, encourage students to read in daily life.

The Chinese Curriculum Standard for Primary Schools points out that Chinese teachers should attach great importance to the development and utilization of curriculum resources and enhance students' awareness of learning and using Chinese in various environments. In teaching, we should guide students to give full play to their initiative in learning, so that more students can observe life carefully, study actively, improve literacy efficiency and constantly improve their Chinese learning ability. For example, identify roadside billboards, slogans, store names, and various commodity names. If you don't know them, ask someone else or look them up in the dictionary. Be a conscientious person in life and let life teach you more Chinese characters. At the same time, in order to increase the interest, students are required to collect the words they know after class into their own excerpts and communicate with their classmates regularly to compare who has a large amount of extracurricular literacy, a wide range of literacy channels and a high enthusiasm for learning.