What are the main aspects of literacy skills? How to cultivate the literacy skills of primary school students?

Idioms are lively and interesting

The Chinese curriculum standards emphasize: "Literacy and writing are the basis of reading and writing, and are the focus of teaching for grades 1-2." Smart literacy begins with life. Literacy teaching is the starting point of Chinese teaching in primary schools and will have a profound impact on students' future Chinese learning. Therefore, the new curriculum standards have such a requirement for literacy in the first stage of school goals: "Like to learn Chinese characters and have the desire to take the initiative to learn literacy." This requirement is very good. Starting from the emotional attitude, it is exactly what we used to think. lacking in teaching. This kind of like and desire can make learning Chinese characters easier and more proactive, making students interested in Chinese language as soon as they start to learn it. The curriculum standard experimental textbook of the People's Education Press has fully taken into account the age characteristics, cognitive characteristics, and physiological and psychological characteristics of students. It implements the separation of reading and writing, recognizes more and writes less, and combines reading and learning Chinese pinyin, learning children's songs and rhymes, and student life. The close connection makes the literacy environment rich in culture and brings literacy closer to students’ lives. Its purpose is to inspire students to like learning Chinese characters and have the desire to take the initiative in literacy.

However, during the implementation, many teachers reported that it is difficult for students to read, because the square characters do not have phonetic meanings, and there is no pattern from easy to difficult in the appearance of these Chinese characters, and the amount of recognition and memorization is difficult. big. Some parents also reported that students were afraid of recognizing Chinese characters and gradually disliked taking Chinese classes. If this continues, the problem will become serious. After investigation, it was found that the main reasons are as follows: students have great differences in literacy; teachers do not pay enough attention to literacy ideologically, but still like to spend a lot of time analyzing and understanding texts, and are reluctant to spend time in class and spend time on literacy; students and There are not many opportunities to meet new characters frequently. Students' desire to take the initiative in literacy has not been well mobilized. People who like to learn Chinese characters and have the desire to take the initiative to read are exactly what the new curriculum standards advocate. This kind of like and desire needs to be stimulated and cultivated by teachers in daily educational actions. How to stimulate and how to cultivate. There is a paragraph in the implementation suggestions of the new curriculum standard that says very well: "Literacy teaching should use language factors that children are familiar with as Main materials. At the same time, we make full use of children's life experience, focus on teaching literacy methods, and strive to use a variety of visual and intuitive teaching methods to create rich and colorful teaching situations. "I am very inspired by this passage. Some efforts have been made in the following aspects.

1. Create situations and learn to read in a good atmosphere

Using a variety of visual and intuitive teaching methods to create rich and colorful teaching situations can effectively stimulate students’ interest and effectively It is conducive to cultivating literacy skills, stimulating interest in literacy, and cultivating students' sense of language.

In a literacy class, the teacher created a beautiful literacy situation and aroused students' desire to learn in the situation. ,

1. Picture creation situation

The classroom is surrounded by several large exhibition boards, which depict the beautiful scenery of the park. At the beginning of the class, the teacher led the students to visit these beautiful pictures and asked the students to tell them what they saw. Pagodas, small bridges, red flowers, caves, rowing boats...these things students see are the words they want to learn today. Students started literacy activities in such a beautiful situation. Then the teacher asked the students to discover the little secrets in the painting. It turned out that there were some small windows in the painting, and the words to be learned today were hidden inside. The children found these little secrets one by one, and their excitement was beyond words. The teacher then asked the children to read these When reading words, the children's emotions are very different. It was very interesting to read, because these are little secrets that they discovered by themselves.

2． Music Creation Situation

These words together form a beautiful picture. Based on this feature, the teacher designed a very clever and interesting link of reading the words aloud. First, these words are paired with music and read into a short poem for the children to listen to. Then, the children are asked to imagine the picture while reading, and also read these words into a poem. The children read with great interest and shook their heads. The teacher also paired the reading with music for the students. With the relaxed and cheerful music, the children were really intoxicated like reading poetry. Such a creative design turns isolated words into a beautiful picture and a cute little poem. The students have become more interested in reading. They read with the teacher and add actions while reading. The boring word reading turned out to be so interesting. In such a relaxed and pleasant atmosphere, students learned Chinese characters, learned vocabulary, and were influenced by beauty.

Another example is the lesson "Small Bamboo Raft Painting in the Middle". There is a beautiful simple painting on the blackboard: green seedlings, rushing water, birds flying around, and swimming around. Xiaoyu... what a Jiangnan scenery. The children were deeply attracted. Some said: There are many trees and grass here, and it looks like an oasis. Some said: The river is beautiful, and the way the river flows is the most beautiful. The teacher took over: The scenery in the south of the Yangtze River is beautiful and the land is fertile, suitable for the growth of various crops. It is known as the "Land of Fish and Rice". Today we will sit on the bamboo raft and enjoy the beautiful scenery of Jiangnan with this little boy. The situations created by the teacher using pictures and language stimulate the children's desire to learn further.

The creation of such situations makes literacy teaching interesting, reduces the difficulty of literacy, and stimulates students' desire to literacy.

2. Respect students’ differences and believe in students’ abilities

Differences in human development are absolute. There are dozens of students in a class from different families, and there are great differences in preschool education. Some have known hundreds of words before school, and some only know a few words. There are also differences in the students' own intellectual factors and non-intellectual factors. Some children can remember it after reading it a few times, while others can hardly remember it after reading it more than a dozen times. If the differences of students are not taken into account and the same requirements are applied uniformly, it will inevitably kill the enthusiasm of some children to learn. Children with good basic skills will not be able to eat enough and lose their desire for knowledge. Children with poor basic skills will not be able to eat enough and lose confidence in learning. I wanted to take care of everyone, but ended up not taking care of them all. For example, in the second volume of the first grade book "Literacy 1", the teacher assigned an assignment before class, asking students to draw the spring in their eyes and write a word, sentence, or children's song about spring. This assignment design respects the differences of students and reflects the hierarchy. Students have a choice based on their actual situation. At the beginning of class, the teacher checked the students' preview homework, selected one from each of the three levels, and displayed it on the projector. The children wrote respectively: "Spring is warm and flowers are blooming", "I like the colorful spring", "Spring is here, the birds are flying, the flowers are blooming, the light rain is falling, and I am smiling." The teacher responded to the three assignments They all gave full recognition, and all three children had a sense of satisfaction and achievement. This feeling is most conducive to stimulating students' interest and desire to continue learning. Another example is when learning the new words in this lesson, the teacher did not rush to teach the students to read them uniformly, but asked: "Do you know these words? Read which one you know." Some students were excited and eager to try, and they got up to read the words they knew. In this part of the teaching, the children who were more literate fully demonstrated their abilities and were proud and proud. The children who were less literate were also touched to varying degrees and hoped to have a chance to perform next time.

3. Literacy and stimulating interest in colorful games

Caroline said: Children’s work is games, and stimulating their thinking in games is what they are most willing to accept. of. First-year students love games even more. They guide students to learn Chinese characters in a variety of games and entertain them, making students really like Chinese characters and have a strong interest in literacy. Bruner once said: "The greatest interest in learning is the interest in learning materials." Chinese characters are the oldest and most vital writing, and are the crystallization of the wisdom of the ancient working people. There are countless interesting articles and stories about Chinese characters. After listening to these stories, students can't help but become curious about Chinese characters.

Create a variety of games in the classroom to allow students to participate in literacy activities with multiple senses at the same time, learning and playing at the same time. Fully mobilize students' interest in literacy. For example, the teacher in the second volume of the first grade "Literacy 1" designed some interesting literacy games: reading on a train, reading in competitions, playing Scrabble with word cards, looking at pictures and pasting words, etc. These are all activities that students love to see. The activity also mobilized the students' eyes, ears, mouth, and brain to participate in the activities. The students were always excited and enthusiastic about learning, and they unknowingly learned these new words while having fun.

At the same time, the following games are often carried out, and students' interest in literacy is getting stronger and stronger. For example, guessing word riddles: the teacher creates a riddle based on the characteristics of the glyphs, and the students guess the answers. The process of guessing the riddles is actually the process of learning and memorizing the glyphs. This kind of memorization is different from mechanical memorization. It is memorized in active thinking activities, which is deeply impressive. . Gradually, teachers encourage students to use their brains, observe word puzzles, make associations, cooperate with classmates or create word puzzles on their own, and let everyone guess. Students will laugh happily when they see their classmates guessing or failing to guess their own word puzzles, because they feel a sense of joy. The joy of success.

In addition, we can make up children's songs, make up stories, send new words home, find friends for new words, etc.

4. Guide students to take the initiative to read and read independently

Recognizing 400 Chinese characters in one semester is a heavy and arduous task. In addition to stimulating students' interest in literacy, we must also vigorously cultivate students' literacy ability. Distohui said: "Knowledge should not be imparted to students, but students should be guided to discover them and master them independently." In literacy teaching, if students are allowed to memorize passively and copy mechanically, students will immediately get bored. Only by mobilizing students' desire to read, and allowing students to gradually master literacy methods, develop the ability to read independently, take the initiative to read, and experience the joy of success can teachers maintain students' interest and turn simple interests into students' passion for literacy. A kind of psychological satisfaction that forms the internal drive for learning.

1. Guide students to discover the methods and rules of literacy

Chinese characters themselves have certain rules to follow. In the process of students' literacy, literacy teaching can be carried out based on the rules of Chinese character formation and children's cognitive rules. During teaching, teachers teach students to "fish", grasp the connection between the sounds, shapes and meanings of Chinese characters, and teach students the methods and rules of literacy, so that students have the ability to analyze character shapes and independently recognize characters.

For example, Literacy Lesson 2 "Oral, Ears and Eyes" is all about pictograms, guiding students to observe words and pictures, allowing students to create associative memories between pictures and glyphs, and discover patterns in comparisons. The words and pictures are very similar. Not only can students quickly and accurately remember the characters they want to know, but they will also use pictographic rules to learn such characters in the future.

In Literacy Lesson 4, "On the Playground" has many phonograms, such as ball, racket, run, ring, lesson, etc., which can be combined with some phonograms learned before to allow students to understand from a large number of appearances. The phonetic characters represent sounds and meanings, so students can easily memorize many characters and gradually be able to infer the meaning of the characters based on the characters. Then he realized the general method of learning the phonetic characters, guessing the meaning from the phonetic side and guessing the pronunciation of the word from the phonetic side.

In addition, there are methods of understanding, association, comparison, etc. Combined with the text, teachers naturally penetrate these methods. Students gradually understand through independent literacy. Teachers encourage students to boldly use these methods in learning. Through learning, students' literacy skills gradually improved through practice, their interest became more and more intense, and they felt the joy of creation.

2． Let students choose the way they like to read.

As mentioned before, children vary greatly in literacy. Therefore, we encourage children to choose the way they like to read. Some children have a good foundation in preschool and have a strong desire to express themselves, so let them be little teachers and teach everyone how to read. Little teachers and primary school students are very interested; some children like to find friends to read together and improve their abilities through communication; some like to read. Children's songs and stories are consolidated in the language environment; some like to copy; some are good at associating... As long as students can memorize Chinese characters as quickly as possible, the method does not require uniformity. Students will not feel bored if they do what they like, but it will be a kind of fun and a satisfaction of inner needs.

5. Literacy in a language environment

The memory characteristic of primary school students is that unconscious memory is stronger than conscious memory. They remember quickly and forget quickly. We found that there is an interesting phenomenon among students. When a student sees a word he has learned, he cannot pronounce it immediately, but he immediately recites the children's song where the word is located. When he reads the word, he will remember it. Here comes the pronunciation. This phenomenon has given us great inspiration: in a specific language environment, students will recognize it, but out of the language environment, students will easily forget it. This shows that students have not really learned this word. The ultimate goal of literacy is to be able to use it. They can recognize the word no matter where it appears. When the word needs to be used to express the meaning, it can also be written accurately. Therefore, the main job that teachers have to do is to enable students to transition from understanding in this class to understanding in other language environments. This requires that our literacy teaching cannot be conducted in isolation, but must be synchronized with reading. Literacy must be practiced in the language environment and extended and developed in the practical communication of language.

The children's songs and rhymes in the textbook are catchy, and students can memorize them quickly, but they may not necessarily recognize the square characters. Therefore, in teaching, we combine literacy with word learning, sentence learning, and oral expression, and guide students to combine new words with new words and then say sentences. Students combine literacy with their existing life experiences, that is, they use familiar language A connection is established between the environment and the new words. It can help students recognize the words they have learned in different language environments.

At the same time, students' multiple language abilities are cultivated and students' thinking is developed. In addition, we often work with students to write some short and interesting children's songs and sentences based on the words they have learned, and write them in the fixed "My Creation" column on the blackboard every day. The consolidation of literacy and the development of language use are improved, and students are creative. Enjoy a great sense of accomplishment while using it.

We also selected many extracurricular readings based on the texts, subscribed to pinyin tabloids, and compiled a "Synchronous Reading" to guide students in reading, so that the learned words can appear repeatedly, allowing students to read in different situations. Over time, in the language environment and through language practice, students improve their understanding ability, and the words they learn are deeply imprinted in their minds, achieving the effect of reviewing the past and learning the new, and at the same time enriching their knowledge. The language of students improves their level of understanding and cultivates the habit of loving reading in students from an early age. Students enjoy reading and will learn to read more actively and learn more words unconsciously.

6. Let life become the stage of literacy

Chinese is the learning of mother tongue, which is everywhere and at all times. We place literacy teaching in the background of life. In life Literacy is a very convenient and important way of literacy.

Many of the texts in the textbooks themselves create real life situations, such as "At Home", "On the Playground", "Shopping Mall of Your Choice", etc., which are closely integrated with children's lives and reflect the students' family life. , school life, contemporary life, etc., narrowing the distance between literacy and student life. Our teaching is not limited to just a few words in the text, but encourages students to use clippings to communicate words that are not in the text that can be memorized in these places.

Create a good literacy atmosphere in schools. At the beginning of school, each student writes his or her name on a beautiful card and puts it on the table. During breaks, everyone gets to know each other, introduces their names to each other, and remembers a lot of words. On the blackboard in front, the teacher writes one or two children's songs based on the new words he has learned every day, and invites students to practice reading them freely. There is a special column "I can recognize" on the blackboard at the back. Students write or paste the words they know outside of class and communicate with each other. The students have a sense of accomplishment and are very motivated. There are also placards in schools that create a good environment for students to learn literacy.

For example, we fully exploited campus resources and taught a class "Literacy on Campus" based on the characteristics of the school campus environment, guiding students to actively learn literacy on campus through group cooperation and exploring learning methods. Every student is willing to participate in the practice by using pinyin, asking others to teach, and guessing by themselves, etc., which greatly stimulates students' interest in literacy anytime and anywhere.

Guide students in society to develop good habits of literacy anytime and anywhere. In conjunction with Chinese Language Forum 4, a competition on literacy in daily life was carried out. Food packaging bags, billboards, street signs, road signs, unit nameplates, TV, karaoke, etc. have all become literacy teaching materials for students, and students enjoy it endlessly.

After a period of training, the children not only have a strong interest in literacy and strengthened literacy skills, but also have better reading ability than previous students. Under the guidance of the teacher, they can read short pinyin readings.