How to help first grade students learn literacy effectively in the classroom

Literacy teaching is a very important content of Chinese language teaching in lower grades of primary schools, and it is also a difficult point. Because literacy ability is the basis of learning ability and the basis of reading and writing. The amount and speed of literacy directly affect students' reading and writing. First-year students who have just entered school are exposed to a large number of abstract and classified literacy as soon as they open the textbook. The "Chinese Curriculum Standards" point out: "Students should have a strong interest in learning and develop the habit of active literacy." However, there are many Chinese characters, which are difficult to recognize and remember. Students learn quickly and forget quickly. For a six or seven-year-old child, how can we make the students have a strong interest in the boring Chinese character teaching, and learn to read happily without knowing it, enhance the literacy effect, and like to learn Chinese characters, have the desire to take the initiative to read, and improve their literacy efficiency? Woolen cloth? After these two semesters of teaching, based on the teaching materials and the academic situation of our class, I have some ideas on how to improve students' learning efficiency.

1. Create teaching situations to stimulate interest in literacy

Interest is the motivation for children to learn. Games are a form that children love to hear and see. Children like to imitate and express themselves. Teachers should use the form of games to mobilize students' interest in learning abstract text symbols during teaching, and constantly use forms that children like to hear and see to teach, such as: guessing word puzzles, finding friends, spinning windmills... Introducing these games into children's preschool life Classroom, making the classroom a paradise for students to learn.

For example, in this semester, when learning the new words with "任" next to them, such as "he, Xiu, Ti, partner, partner, residence, position, Wu, Fu, you, Fu", I will do I made a paper turntable and wrote "任" next to "任" on the small turntable, and "Ye, Mu, Ben, Huo, Ban, Zhu, Li, Wu, Cun, Er, Dog" on the big turntable. As soon as the turntable rotates, the students rush to recognize the words. Students feel the fun of preschool games in the classroom and become interested in literacy.

2. Teach students in accordance with their aptitude and pay attention to method guidance

Because children come from different families and receive different levels of preschool education, it is normal for there to be differences in literacy. For students with different literacy levels, we must respect the differences, pay attention to the guidance of literacy methods, and constantly improve their literacy skills. After showing the new words, I never rush to teach reading, but first let the students talk about the words they know. Recall where you saw it, how you remembered it, and let the students next to you talk to each other. For some systematic knowledge, I also take some time in class to summarize and summarize it to help students' memory. For example, if you learn a certain radical word, you can summarize them all and show them to the students. For example, if you study the suffix next to the word "讠", it can be summarized as: "Beside the word, the shape changes, indicating the language, speaking, reading and speaking." In classroom teaching, I give the initiative to the children, let them discover patterns, discover problems, and let them read in their own way and method. This often achieves unexpected learning results.

3. Use interesting literacy methods

In classroom teaching, I teach students a variety of literacy methods so that students can learn literacy in a relaxed and pleasant environment. Only by creating a good atmosphere for literacy teaching and constantly stimulating students to experience the fun of literacy can the classroom become a paradise for students to learn.

1． Word riddles: Many Chinese characters can be used to guess riddles. The process of students guessing word riddles is the process of learning and memorizing glyphs. For example: "Ten mouths, one heart (thought)", "Two children back to back on the mound (sitting)", "Bite off the cow's tail in one bite (sue)" can arouse students' curiosity, and in the process of guessing Get success and joy from it, and know more Chinese characters without knowing it. ?

2. Compiling children's songs:

I found that compiling certain words that I have learned into children's songs that have corresponding shapes and meanings and are easy to remember can help students easily master some difficult new words and help students deepen their understanding and memory. For example: "Bird" - "Birds are smaller and become crows. Crows seem to have no eyes; just because their feathers are black, they can't see clearly from a distance." "Seven" - a cross with a curved tail, which is three less than ten. "Pi" - three sides are walled and one is empty, with a baby in the middle.

3. Make up stories and memorize glyphs skillfully:

Primary school students are young and generally like to listen to stories. If you use your imagination and weave abstract characters into vivid stories based on their glyphs, this will not only make the boring abstract strokes full of aura, but also add interest to literacy. For example, when teaching the word "look", you can tell students that the upper part is like a hand, and the lower eye is the eye. Sun Wukong is coming from a distance. He puts his hand on his eye and looks forward to see if there are any monsters! By telling stories, students' imagination is cultivated and their oral expression skills are improved.

4. Addition and subtraction literacy

In teaching literacy, I provide some innovative exercises to "test" students, stimulate curiosity and strengthen memory. For example, "door + mouth =?" (ask), "morning + fuck =?" (morning). "草-艹=?" (Early) At the same time, let the students make up their own questions to test the teacher according to the pattern, such as "Sitting-Tu=?" (from), "Liri=?" (sound), etc. In this way, students' learning mood is high and they want to try. It also cultivates students' ability to think quickly and make judgments.

In addition, I also pay attention to guiding students to use their own eyes to observe and discover the similarities and differences between characters with similar shapes. For some characters with similar shapes and different shapes, I use the method of changing radicals to identify them. Remember, call them "sister words" and "twins". For example: "frog, wow, baby, wa" and "please, qing, qing, qing", I found the connection between the glyphs, which made it much easier to learn, and I randomly reviewed the characters I had learned before.

Usually, what I use most is "driving a train". Every time, I first ask: "Where does the train go?" Students will rush to say: "The train goes here!" If a student makes a mistake or cannot read, the train will stop and ask other groups to The "train repairman" helps with "repairs". I also created double-track trains, mountain-climbing trains, etc., which brought fun to literacy and improved the effectiveness of literacy.

4. Make full use of multimedia

Dynamically changing things are particularly likely to attract children's attention. In real life, almost every primary school student is fascinated by three-dimensional "animation". Using multimedia literacy based on students' psychological state is a good way to improve literacy. Because of the support of multimedia, Chinese characters can appear in different forms of expression, so that the pronunciation, shape, and meaning of Chinese characters are no longer disconnected. For example, when studying the lesson "Kou, Er and Mu", you can use animation to demonstrate the changes in the shape of Chinese characters from ancient times to the present, so that students can understand what "pictographs" are and deepen their understanding. Replacing the teacher's complicated explanations with simple pictures is undoubtedly more suitable for the psychological characteristics of first-year students.

"Changing silence into dynamic literacy", the first-grade text contains less content and more poems and rhymes. It is typed on a computer and displayed on a large screen. After students are familiar with the text, change the color or flash of the words they want to learn to attract students' attention, and let students read from clauses to words and then to words to learn the words. In this way, students will be very interested in learning words. You can also make some graphic texts into flash and play them for students. For example, in the lesson "Little Painter in the Snow", you can play the footprints of small animals for children to see. This not only consolidates the content of the text, but also improves the city's image. For students, it is also a good way to get in touch with life and understand society. However, it is worth noting that the content of multimedia must be changed according to your own classroom design. You cannot copy the resources on the Internet but use them for your own use. Only in this way can it become the finishing touch to help students learn literacy.

5. Let life become a big stage for students’ literacy

The creation of Chinese characters comes from life, and literacy teaching should also come from life and go to life. Take advantage of the favorable conditions in students' lives to develop a sensitivity and strong interest in literacy. For example, signs and advertisements on the street, TVs and computers at home, wall newspapers and slogans in schools, labels on flowers, plants and trees, campus cultural walls, etc., closely connect Chinese language with life. Be literate in homework books, be literate at home, and become literate in society. In this way, over time, many words will be subconsciously remembered by students.

Treat life as a Chinese language classroom and learn to read on the stage of life, which increases the amount of literacy, easily improves students' sense of achievement in literacy, and can also more effectively improve the efficiency of literacy.

6. Effective consolidation, simultaneous literacy and reading

Memory is subject to forgetting, and children’s literacy is not completed in one go, but through practice, understanding, practice, and again Iterative process of understanding. Therefore, students should be exposed to the new words they have learned many times to strengthen their memory, otherwise they will be forgotten soon. Therefore, it is necessary to create conditions for new words to reappear. There are many ways to reproduce. After each lesson, I will ask the students to make card-shaped word cards with the help of their parents, and then let the students and their parents or partners play cards while consolidating their literacy. Literacy is the foundation of reading and writing. Reading and writing are necessary means to consolidate and develop literacy, and they are also the direct purpose of literacy. We should guide students to read more extracurricular books so that reading and literacy can proceed simultaneously. I use the reading activities in our class every Monday afternoon to recommend excellent books to the children, and adopt the form of children bringing their own books to borrow from each other in the class. This not only allows the children to develop the habit of sharing, but also cultivates the children's reading ability. interest, develop reading habits, and consolidate the new words learned. It is undoubtedly a great pleasure for Chinese teachers to see students reading extracurricular books with gusto.

There are many ways to learn literacy. "There are methods for teaching, but there is no fixed method." We should use our brains to create the most suitable teaching method for our class based on the actual situation of our class, and constantly explore and Keep trying. In addition, we should continue to expand ourselves with knowledge, learn more about other people's excellent experiences, find suitable and effective methods from many methods, and use them for our own use. In short, we strive to allow children to enjoy happiness and a sense of accomplishment from literacy learning, to be able to learn literacy independently in life, to change from passive learning to active learning, and to become the masters of learning. This is the happiest thing for every teacher.