How to guide children to become literate in life

The famous educator Suhomlinsky once said: "Literacy only becomes a vivid and exciting life situation for children, full of vivid images, sounds, and melodies." Only then can the process of combining reading and writing become easier.” The new "Curriculum Standards" point out: "Literacy teaching should use language factors that children are familiar with as the main materials, and at the same time make full use of children's life experience." In fact, life is the background and stage of literacy. Life is the content of language, and language is the tool of life. So how do we connect literacy to life? 1. Create a literacy atmosphere in life and expand literacy channels. Improving efficiency in the classroom and guiding students to learn and write well does not mean that the teaching tasks have been successfully completed. Students must go through the process of repeated learning and memorization before they can remember it firmly. If the words learned in class are not strengthened in understanding and application outside class, they will be easily forgotten after a period of time. Only by allowing students to frequently meet with students in a specific language environment can students improve their literacy and ability to use words correctly. A class is like a home. There are dozens of little masters in this home, and their names contain all kinds of Chinese characters. In previous teaching, I found that some children could not write all the names of their classmates in the third or fourth grade. I think this is a good opportunity for first grade students to learn literacy outside of class. So, I first asked the children in the class who were more literate to send and receive notebooks, and I taught them the names they didn't know. After several practical operations, they knew the names of most of the students in the class. Then let other students in the class practice sending and receiving notebooks, counting the number of people, and checking who is missing to help the children become familiar with the names of the whole class as quickly as possible. Before long, they also knew the names of their classmates. Additionally, there are many resources available on our campus. The class style in the classroom, the famous sayings in the corridor, the billboards on campus, the slogans in the windows, etc. are all materials for literacy. Campus visits can be used to teach students literacy. In this process, the students not only memorized new words but also received education. There are many kinds of flowers, plants and trees on campus, with different shapes. The green grass, towering trees, and beautiful flowers are really pleasing to the eye. The signs on the flowers and trees, and the green protection slogans on the green grass are all extremely beautiful. A valuable literacy resource. The students wandered around the school's flower beds and under the shade of trees, admiring the beautiful scenery of nature and learning the names of plants: osmanthus, cedar, wintersweet, holly... "The grass is asleep, please don't wake it up" is a poem. General discourse not only enables students to learn words, but also allows students to learn knowledge and cultivate their sentiments. In addition, a literacy atmosphere can also be created in the family. Children spend most of their time at home, and the family environment has a subtle influence on children. At ordinary times, attention should be paid to guiding students to use the home environment to learn literacy. Literacy is very convenient in the environment of family life. For example, children like to watch TV. Parents should consciously guide their children to understand the subtitles that often appear on TV, and often ask and test them; for children’s favorite pictures, cards, and books Read consciously. In short, use every available opportunity to teach your children to read. It is easy to create a literacy environment, but the key is for parents to have such awareness. 2. Literate freely in life and expand the time and space of literacy. "Life is education." Children living in the information society deal with words all the time and everywhere. Literacy must also be closely linked to students' social life. Use billboards, station signs, store names, etc. to identify characters. Students are exposed to things they often see in life, such as advertisements, station signs, and store names, but often turn a blind eye. Guide students to take advantage of opportunities such as playing in the streets and traveling to ask their fathers and mothers, what is written on the billboard? What's the name of that store? Unknowingly, students not only learned a lot of words, including some uncommon words, but also enhanced their daily life skills. The teacher's seemingly unintentional guidance is actually intentional guidance. He mentions it casually in class, allowing students to actively accumulate themselves through self-recollection and classmate recollection, and finally make new discoveries, and taste the joy of discovery in the process. The joy of literacy. Students are interested in taking the initiative to care about the things they come into contact with every day, gradually develop the habit of taking the initiative to learn literacy, and expand their accumulation. Carrying out practical activities can lead students to a wider living space. For example: take students to a supermarket near the school. In the supermarket, students can be guided to read words freely in front of food and trademarks, and then let them read and communicate with each other on their own, and also enlighten them on why the things in the supermarket are like this. put? Let them understand classification knowledge.

This enables students to increase their literacy and expand their knowledge in the supermarket. Let students learn literacy in relaxed and enjoyable practical activities. Not long after the first-grade students entered school, I used my lunch break to read them stories such as "Andersen's Fairy Tales" and "Grimm's Fairy Tales". The stories brought them into a wonderful fairy tale world and aroused their strong desire to read. The class library box has also become a source of literacy for students. In short, literacy teaching advocates literacy in situations, literacy in life, making use of children's existing experience, and literacy in their own favorite way. Outside the classroom, teachers should guide students to be literate people in their daily lives, recognize whatever words they see, and consciously communicate their literacy results with their classmates. While teaching students how to read, teachers should also focus on guiding discovery, so that children can gradually learn to read in their own favorite way or a suitable method, and gradually cultivate students' interest in reading. The famous educator Suhomlinsky once said: “Only when literacy becomes a distinct and exciting life scene for children, full of vivid images, sounds, and melodies, can the process of combining reading and writing be successful? It becomes easier." The new "Curriculum Standards" point out: "Literacy teaching should use language factors that children are familiar with as the main materials, and at the same time make full use of children's life experience." In fact, life is the background and stage of literacy. Life is the content of language, and language is the tool of life. So how do we connect literacy to life? 1. Create a literacy atmosphere in life and expand literacy channels. Improving efficiency in the classroom and guiding students to learn and write well does not mean that the teaching tasks have been successfully completed. Students must go through the process of repeated learning and memorization before they can remember it firmly. If the words learned in class are not strengthened in understanding and application outside class, they will be easily forgotten after a period of time. Only by allowing students to frequently meet with students in a specific language environment can students improve their literacy and ability to use words correctly. A class is like a home. There are dozens of little masters in this home, and their names contain all kinds of Chinese characters. In previous teaching, I found that some children could not write all the names of their classmates even in the third or fourth grade. I think this is a good opportunity for first grade students to learn literacy outside of class. So, I first asked the children in the class who were more literate to send and receive notebooks, and I taught them the names they didn't know. After several practical operations, they knew the names of most of the students in the class. Then let other students in the class practice sending and receiving notebooks, counting the number of people, and checking who is missing to help the children become familiar with the names of the whole class as quickly as possible. Before long, they also knew the names of their classmates. Additionally, there are many resources available on our campus. The class style in the classroom, the famous sayings in the corridor, the billboards on campus, the slogans in the windows, etc. are all materials for literacy. Campus visits can be used to teach students literacy. In this process, the students not only memorized new words but also received education. There are many kinds of flowers, plants and trees on campus, with different shapes. The green grass, towering trees, and beautiful flowers are really pleasing to the eye. The signs on the flowers and trees, and the green protection slogans on the green grass are all extremely beautiful. A valuable literacy resource. The students wandered around the school's flower beds and under the shade of trees, admiring the beautiful scenery of nature and learning the names of plants: osmanthus, cedar, wintersweet, holly... "The grass is asleep, please don't wake it up" is a poem. General discourse not only enables students to learn words, but also allows students to learn knowledge and cultivate their sentiments. In addition, a literacy atmosphere can also be created in the family. Children spend most of their time at home, and the family environment has a subtle influence on children. At ordinary times, attention should be paid to guiding students to use the home environment to learn literacy. Literacy is very convenient in the environment of family life. For example, children like to watch TV. Parents should consciously guide their children to understand the subtitles that often appear on TV, and often ask and test them; for children’s favorite pictures, cards, and books Read consciously. In short, use every available opportunity to teach your children to read. It is easy to create a literacy environment, but the key is for parents to have such awareness. 2. Literate freely in life and expand the time and space of literacy. "Life is education." Children living in the information society deal with words all the time and everywhere. Literacy must also be closely linked to students' social life. Use billboards, station signs, store names, etc. to identify characters. Students are exposed to things they often see in life, such as advertisements, station signs, and store names, but often turn a blind eye.

Guide students to take advantage of opportunities such as playing in the streets and traveling to ask their fathers and mothers, what is written on the billboard? What's the name of that store? Unknowingly, students not only learned a lot of words, including some uncommon words, but also enhanced their daily life skills. The teacher's seemingly unintentional guidance is actually intentional guidance. He mentions it casually in class, allowing students to actively accumulate themselves through self-recollection and classmate recollection, and finally make new discoveries, and taste the joy of discovery in the process. The joy of literacy. Students are interested in taking the initiative to care about the things they come into contact with every day, gradually develop the habit of taking the initiative to learn literacy, and expand their accumulation. Carrying out practical activities can lead students to a wider living space. For example: take students to a supermarket near the school. In the supermarket, students can be guided to read words freely in front of food and trademarks, and then let them read and communicate with each other on their own, and also enlighten them on why the things in the supermarket are like this. put? Let them understand classification knowledge. This enables students to increase their literacy and expand their knowledge in the supermarket. Let students learn literacy in relaxed and enjoyable practical activities. Not long after the first-grade students entered school, I used my lunch break to read them stories such as "Andersen's Fairy Tales" and "Grimm's Fairy Tales". The stories brought them into a wonderful fairy tale world and aroused their strong desire to read. The class library box has also become a source of literacy for students. In short, literacy teaching advocates literacy in situations, literacy in life, making use of children's existing experience, and literacy in their own favorite way. Outside the classroom, teachers should guide students to be literate people in their daily lives, recognize whatever words they see, and consciously communicate their literacy results with their classmates. While teaching students how to read, teachers should also focus on guiding discovery, so that children can gradually learn to read in their own favorite way or a suitable method, and gradually cultivate students' interest in reading.