Strategies on how to effectively guide lower grade students to read and write

1. Students have little interest in literacy and poor initiative.

2. Single literacy method.

3. The range of literacy is small.

4. Single evaluation.

Tracing back to the reason, the main reason is that teachers underestimate the guidance of the "recognition" method in the usual teaching process and ignore the cultivation and development of students' active literacy abilities.

Today, for the above reasons, let’s discuss together: How should we guide children in lower grades to take the initiative to read?

1. Create situations to stimulate interest in active literacy

The "Chinese Curriculum Standards" list "making students enjoy learning Chinese characters and have the desire to actively literacy" as the first teaching goal . Students in the lower grades are young and imaginative, but their intentional attention span is very short. How to firmly grab students' attention in a class and create ideas to stimulate students' interest is particularly important.

1. Create a relaxed and pleasant learning situation to stimulate students’ interest in literacy and allow them to actively participate in literacy teaching.

I remember when I was teaching a text "My Home" in the first grade, as soon as the class started, I showed the illustrations of the text and asked: "Students, do you know where this is?" When I saw the picture with the house and the yard, I felt very friendly, and they all shouted: "At home, at home." I wrote the topic on the blackboard, pretending to be very surprised, and asked: "How do you know this is at home?" At this time, everyone raised their hands enthusiastically and wanted to express their reasons. Some said: "Because there are father and mother in the picture." Some said: "The house in the picture is the house at home." Some said: "The yard is the home."... I wanted to put the words "Dad, Mom, Home" ", I" and other word cards were posted on the blackboard, while praising them: "You are amazing!" Then use the pictures to guide them in reading the word cards.

Next, I guided the students to observe the pictures and talk about what dad, mom and I are doing? Some children said: "Dad is watering the flowers." Some said: "Mom is washing the clothes." Some said: "I am helping my mother wash the clothes." I took the opportunity to guide the students to observe the expressions of the characters in the picture. The students just blurted out that they were happy, they were happy. I seized this opportunity to tell the students that in addition to happiness, teachers can also use the word "happiness" to express their mood, and then guide the students to read "happiness".

Learning in such a situation makes students more interested in word recognition and also trains their observation and oral communication skills.

In fact, there are many ways to create situations in classroom teaching. Teachers should choose methods according to the needs of the classroom to stimulate students' interest in literacy.

For example: making up word puzzles for literacy

When teaching literacy in lower grades, I often make up word puzzles based on the shape or meaning of the words, allowing students to guess, read, and mobilize their imagination. Motivation and increase interest in literacy. For example, I taught the word "wind", and the riddle was composed into "The tree shook its head when it saw it, the seedling bent down when it saw it, and the cloud ran away when it saw it." After the students guessed it correctly, they became interested, and I took the opportunity to teach " The crossword puzzle "Hands" was compiled into "Two small trees with ten branches, neither leaves nor flowers, can write, arithmetic and draw. They work every day but do not talk." After the students guessed the word puzzle "Hands" correctly, they became more interested in learning. big. For another example, I taught the word "rain" and asked the children: "Who can give a riddle to this word, please guess it?" In this way, the children's thinking can be developed, and inspired by the "hand" word puzzle, they quickly compiled " Thousands of lines, ten thousand lines, invisible when dropped into water" is an anagram. After continuous inspiration, the children made up many word riddles, such as "two people sitting on the ground", the answer is "sit"; the word "pen", "bamboo on the top and hair on the bottom, inseparable from writing and drawing"; the word "field", " The word "Hui" is "airtight on all sides, but the cross is in the middle"... Such a happy teaching situation can easily arouse students' interest in active literacy.

Another example is making up stories to learn literacy.

I often make vivid and interesting stories about words that students can easily remember incorrectly to help students remember.

For example, for "you", I made it into "a child named Fang, wearing a hat, went to the water to play". You can tell students that there must be water for swimming (next to the three o'clock water). Swimming pools are generally square (with the word "square" in the middle). Children must pay attention to safety when swimming and must be accompanied by an adult. A happy teaching situation can change literacy teaching from abstract to concrete, boring to novel, dull to lively, passive to active, thereby stimulating students' strong interest.

In terms of creating a learning environment for students to learn literacy, I often use literacy songs or riddles. The content is simple and some rhyme. It is catchy to read and easy to remember. In teaching, I pay attention to the characteristics of characters and compile some easy-to-understand children's songs. For example, I teach the character "ask" and compile it into "A child, come in and take a look, open your mouth when you see someone, and wait for the result." Another example is " The character "Bi" consists of three single characters with many strokes and is difficult to remember, but it is a catchy children's song: "Aunt Wang, Aunt Bai, sit on the stone together. It depends on what they are wearing." "Green new clothes."

When I was teaching Ding Ding Dong Dong Literacy No. 1, I made up such a children's song when I taught the group of pictophonetic characters "Qing, Qing, Qing, Qing, Jing, Qing". :

These words all have "green" in them.

Children should distinguish "qing".

The flying insects are "dragon" flies.

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The water in the small river is "clear" and "clear",

The weather is "sunny" without clouds,

Use "please" when speaking in a civilized manner,

The windows of the soul are the eyes,

Welcome the Olympic Games with good intentions.

Of course, the creation of addition and subtraction literacy situations is also a method we use more often.

Multimedia can also be used to create literacy situations. (Talk about a lecture experience)

For example: "Qing" means "Qing" on a sunny day. Use the courseware to demonstrate. First, show the word "Qing", and then show it next to the word "日" (then show a sun), because "日" It means the sun, so it is pronounced on the right side next to the word "日", and the whole word is also pronounced "qīng". Show the words and sentences for students to read. Similarly, when teaching the new words "please" and "qing", we also use multimedia demonstrations to let students talk about the meanings of radicals and consonants for literacy. Thinking, explaining, and observing from this perspective, students can basically achieve photographic memory. . In this way, students' observation and thinking abilities can be developed, and at the same time, students' oral expression skills can be exercised.

In addition, according to children's characteristics of being competitive and expressing themselves, various motivational situations are created to mobilize their enthusiasm for learning and enhance their interest in literacy. For example, some competition methods: 1. Star rating; 2. Competition for medals; 3. Rating of young literacy experts; 4. Literacy competition. Cleverly creating various interesting situations can enable students to actively learn Chinese characters. So, in teaching, in addition to stimulating students' interest in literacy, how can we guide students to take the initiative in literacy?

2. Learn literacy methods and guide active literacy

In the usual literacy teaching process, we often use pinyin literacy method, listening and reading literacy method, and can also use pictures, Literacy with objects, literacy with words, and after learning to look up a dictionary, you can use methods such as dictionary literacy. (Some simple examples)

1. Riddle guessing method: For example, when teaching the word "autumn", I show the riddle: half is green and half is red. When the harvest comes, the farmers smile. Another example is the word "hair on the top, hair on the bottom, and a black grape in the middle" - the word "eye"; "thousands of lines, ten thousand lines, you can't see them when they fall into the water" - the word "rain"; "ten mouths, long ago" "Have" - ??the word "ancient"; "cover your eyes with one hand" - the word "look", etc.

2. Character splitting method: There are many combined characters in Chinese characters, and most of them can be memorized by analyzing the parts, such as Mu Zi Li, the bow is long and stretched, the top is "standing" and the bottom is "十" Xin Xin Xin, and the top is Xin Xin Xin. "Fuck" the "field" seedlings.

3. Make up rhymes. We make up some children’s rhymes in class to help students learn new words, and they have also achieved good results.

For example, when distinguishing the words "you, you, left, right", etc., I compiled these words into a jingle: "The work is on the left, the mouth is on the right, you are next to the moon, and you are next to you"; for example, when teaching "friend", you can Compiled into a children's song "Two moons walking side by side will become good friends in no time". In order to let students remember the word "beautiful", I made up a catchphrase like "The king wears two flowers on his head - stinky beauty".

Comparative method. For example, when teaching "Fa, Diu", I first review the word "Qu", and then combine the old words with new ones to form a children's song: "Qu" wears a slanted hat on its head, Diu Di Di; Blisters, law, law, law.

In addition, adding and subtracting strokes to the characters you have learned can also bring out many new characters, such as Gong-Mo, Ri-Yu-Jia, so that you can compare each other and achieve literacy. Purpose.

In specific pronunciation environments, comparative methods are also used for teaching. For example, when teaching the homophones "sitting, sitting, doing, making", on the basis of distinguishing the pronunciation, shape and meaning of "sitting, sitting, doing, making", I will organize students to fill in the blanks in word combinations or sentence patterns for practice. . For example: Xiaohong sits on her seat and does her homework. Through exercises, students' understanding of "sitting, sitting, doing, and making" has been deepened.

Image memory method. Primary school students are good at association. For example, when remembering the word "dang", they said: A mountain has been pushed down, but the small trees on the mountain are still standing upright. When they learned about the role of silkworms, they said that "silkworms" were the best insects in the world.

Playing games to teach middle school is also a good way. Methods such as picking fruits, delivering letters, finding friends, correcting passwords, and challenging reading can not only mobilize students' enthusiasm for literacy, but also enable them to take the initiative in literacy.

3. Let literacy come into life and cultivate the desire to take the initiative in literacy

1. Know students’ names and improve literacy

In order to make students more friendly When meeting the "Zibaobao", I prepared a seating chart for the whole class and asked the children to recognize their names. We also often ask different students to help send class assignments. In this way, the students got to know the names of all the classmates in a short period of time, and their literacy increased greatly.

2. Literacy in campus life

The rich campus cultural atmosphere also nourishes the children silently. Inspiring warning quotes, beautiful posters with pictures and text, and eye-catching school signs are all good resources for literacy teaching. "Keep to the right to be civilized and courteous." "The school is my home, and cleanliness depends on everyone." "The grass also has life, let's take care of it together."... I asked the students to be each other's little teachers and teach everyone the words you can read. In such activities again and again, students got to know the campus and got close to it. At the same time, I learned many Chinese characters related to school life in a pleasant atmosphere.

3. Learn to read in social life

Words are everywhere in life. With the great popularity of modern media, cultural life is becoming increasingly rich, and students' knowledge is becoming wider and wider. Literacy must make use of real-life Chinese education resources and extend beyond the classroom. Children like to eat snacks, so I encouraged the students to collect food trademarks. The children were very interested. They collected "Shanghaojia", "Zidi Potato Chips", "Strange Flavor Beans", "Wangwang Snow Cake", etc., and they seemed to be literate. They also enjoy eating delicious food. In addition, various slogans, shopping mall names, product packaging, station advertising boards, etc. in society contain countless Chinese characters. They can all become effective resources for students' literacy. By being literate in life and applying what they have learned, students also taste the sweetness of literacy. During this process, teachers should regularly exhibit children's carefully designed works to see who is the king of literacy. The more they praise and encourage them, the more interested the children will be in literacy.

4. Give play to the motivational and guiding role of evaluation and stimulate the desire to take the initiative to become literate

There are various forms of literacy evaluation, but the evaluation must be in place so that they can continue to taste literacy. fun. This will mobilize their awareness of active literacy.

1. Student evaluation and group evaluation.

2. Teacher evaluation

①Speech and action evaluation.

Students’ progress and shining points should be captured at any time in class. When students have literacy methods that are different from their peers and can remember new words firmly and well, they should be encouraged with language in a timely manner. I often use: "You are amazing, you can use such a good literacy method to read!" "You have almost become the literacy king of our class!" "You are so awesome! The words that the children don't know, You know them all." Wait for the evaluation language to evaluate the students. The students are very happy to hear such words. With the teacher's encouragement and affirmation, they will take the initiative to learn literacy in their lives.

② Physical objects and honorary evaluation.

If only language evaluation is carried out frequently, children will feel bored and lose interest over time, and their initiative in literacy will also decrease. Through physical rewards or activities such as selecting literacy champions, students will have a deep and strong sense of accomplishment. Therefore, on the basis of language evaluation, I also stimulate students through physical rewards in class. These physical objects are very inconspicuous, sometimes it is a small sticker, sometimes it is a red apple I cut out of paper, or it may be a small cartoon character I drew... But in the eyes and hearts of the children, they can be given by the teacher. What a great prize comes so that they will have new motivation to become literate.

Combining the literacy activities with the class "Star Arena" evaluation activity, set up a special column in the evaluation column for literacy. See who the weekly literacy experts, literacy kings, and little teachers are. Teacher You can give him a star in the evaluation column.

In order to be praised by the teacher, get prizes from the teacher, and strive to be a little teacher for a time, students will take the initiative to read by themselves before class and use their brains to think of ways to read. Their learning initiative will gradually take shape and be well reflected.

③Parents’ comments. (Take examples to discuss how to do it)

Other specific evaluation methods

(1) Literacy record sheet. The table records the students' word recognition performance in each lesson, recorded by the teacher and assistant. All readings will be given two stars, and one or two mistakes will be given one star. At the same time, we will compare who can read the words the fastest.

(2) Literacy exhibition corner. Create a literacy exhibition area on the classroom wall to display students' literacy gains in extracurricular practice. Such as "food bags", "trademarks", "signs", "words in extracurricular books", etc.

(3) Literacy star evaluation meeting. Let students write down the words they know outside class in their own literacy books. Star evaluation meetings will be held every month. Based on the amount of literacy, the star rating of literacy will be determined. 20 characters will be one star.

The "Chinese Curriculum Standards" for primary schools clearly states that literacy teaching should use language factors that children are familiar with as the main materials, and make full use of children's life experience. Teachers should focus on teaching children learning methods and strive to understand Use combination. In short, in the literacy teaching of lower grades, the literacy teaching should be changed from boring to interesting, from single to diverse. To make children learn quickly and remember them well, teachers must grasp their psychological characteristics and make literacy teaching full of interest. Let literacy become a spiritual enjoyment and life need for students. Over time, students will be able to develop good active literacy habits.