How to carry out effective literacy teaching

In the past literacy teaching, the teacher repeatedly "pointed" in a boring way. Not only do students learn hard, but teachers often complain that many words are thirsty for you and thirsty for me, but students still can't distinguish them easily. Literacy teaching in lower grades has always been a big problem for teachers. The Chinese curriculum standard points out: "Students are the masters of Chinese learning, and Chinese teaching should stimulate students' interest in learning. "The cognitive activities of junior high school students have distinct subjectivity, concreteness, visualization, emotion, action and creativity. It can be seen that the cultivation of students' interest in learning can not be ignored, especially in the literacy teaching of junior primary school students. Choosing the best literacy method to make students easily enter the "literacy paradise" can effectively improve the literacy efficiency of junior primary school students. First, give play to students' subjectivity and stimulate their interest in literacy. Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy. "At the beginning of literacy, in order to improve students' interest in learning, I told my children that China's Chinese characters were wonderful. A Chinese character can be a poem, a picture, a nursery rhyme or a story. The children are very interested after listening. In our history, many people use Chinese characters to interpret some interesting stories. If some explanations are interspersed in literacy teaching, it can not only adjust the classroom atmosphere, but also effectively attract and maintain students' intentional attention. For example, I said to the students: This word has an interesting story. When students hear the word "story", they suddenly look more focused. I went on to say: During the Three Kingdoms period, there was a very clever man named Yang Xiu under Cao Cao, the prime minister of Wei. One day, Cao Cao and his ministers were discussing state affairs together, and someone sent a large snack. Everyone wants to taste delicious snacks, but I don't know what Cao Cao thinks. I saw Cao Cao smiled and wrote the word "he". Yang Xiu soon understood after seeing it. He ate a piece with his heart, and then let everyone else have a bite. Students, do you know what the word "He" written by Cao Cao means? The clever child immediately reacted: "He" is composed of "person", "one" and "mouth", and Cao Cao meant that everyone should take a bite. A short story like this can really stimulate students' interest in literacy. Second, with the help of students' thinking in images, students in autonomous literacy grade are the best period of thinking in images in their attempts, and their imagination is very rich. In literacy teaching, students can often memorize new words by making up riddles and formulas according to the characteristics of each Chinese character. The independent atmosphere activates students' imagination and stimulates their thinking innovation. If you learn the word "Gui", the children say, "My baby stepped on a small caterpillar, and the tail of the small caterpillar was stepped off, so there is no worm on your word." Such as the word "pull", the students made up a short story: several children were tug-of-war with ropes in their hands, and the point above "friends" was the sweat on the children's heads. What an imaginative masterpiece! For another example, after learning the word "painting", the students made up a riddle "A child named Tian went to make a boat"; When learning the word "spring", I made up a riddle "Three people watch the sunset"; When learning the word "snow", the students said that "the heavy rain washed down a mountain". ..... It seems that interest is an inexhaustible motive force for students to read. Guessing is introduced into literacy classes. Students not only learn new words with relish, but also deepen their impression of new words, exercise their oral ability and exert their infinite imagination. Third, review and consolidate the familiar words in the activities. In the process of literacy, students remember quickly and forget quickly. According to the characteristics of students' memory, in teaching, I ask students to remember new words by addition and subtraction according to the characteristics of familiar words with radicals. Such as "Bao", "Fu", "Near", "Listening", "Surprise" and "Old". By comparing memory, students can not only master new words quickly, but also encounter familiar old words many times in comparison, further consolidating old words, which can be described as killing two birds with one stone. Teachers should always guide students to sort out the words they have learned and get regular things. On the one hand, it can prevent forgetting, on the other hand, it can lay a foundation for learning similar new words in the future and improve your reading and writing ability. There are many regular things in Chinese characters. For example, the laws of pictophonetic characters; Guide students to draw inferences from others and constantly improve their independent reading ability. Tell me about the font, how do you remember this word (changing radicals, removing radicals, adding radicals, counting strokes, making up stories, telling stories and connecting with life experiences-). Students should follow a certain format when speaking. If you remember the word "sowing", ask the students to say: On the left is the hand, on the right is the word "rice", and on the bottom is Tian Zi, where rice refers to seeds. In spring, we scatter seeds in the ground by hand, which is called sowing. In this way, students will not write "Cai" on the upper right. In addition, in literacy teaching, students can also "spell", "wave" and "empty books" to create new words and strokes? Component method, give students a direct? Three-dimensional sensory stimulation, thus arousing their interest in further attempts and prompting them to learn by themselves? Since the Enlightenment? Constantly explore in self-satisfaction to achieve the purpose of consolidating the memory of new words. For example, give students some familiar cards (big, human, dry, wood) and several forms of "dot" written on the cards, and let students put them in their hands and talk about what these words will become after adding "dot". For example, "big" can be changed to "too big", "people" can be changed to "fire", "dry" can be changed to "flat" and "wood" can be changed to "rice" ... Of course, games are also an important way for students to review and consolidate new words. Caroline, an educator, said: "Children's work is games, and stimulating their thinking in games is what they are most willing to accept." Junior students prefer games. Therefore, teachers should attach great importance to guiding students to read and entertain in colorful games. Try to use their eyes, ears, brain, hands and mouth together through games, so that students can study happily. For example, the game of "Woodpecker": use the way of "driving a train" to know new words or words. Please read the correct words after them. If you read it wrong, you can be a "little woodpecker" and stand up and correct yourself. If you don't stand up and correct yourself, other students will strive to be "little woodpeckers" to help correct them. If the correction is correct, everyone will follow. If it is still wrong, other students will strive to be "little woodpeckers" and proceed accordingly. You can also teach game literacy by sending letters home, sitting in the right position, situational performance, calling out a number and showing pictures. Fourthly, in connection with students' life experience, the extension of Chinese learning will be great by comparing the extension of life in the attempt. According to junior students, it is more intuitive. Because of my weak ability to observe and analyze problems, I try my best to let students rely on their own efforts to apply new knowledge and combine their own life experience to play freely in literacy teaching. Over time, students' observation is stronger than before, and their interest in literacy is stronger. ? Crows drink water? There are two new words "beverage" and "thirst" which are easily confused. Students often mispronounce them as "sharbat" and "oral beverage". At this point, I guide students to contact the reality of life: "Why are you thirsty at ordinary times?" "What should I drink with?" In the process of analyzing the reality of life, students gradually found the answer. Some said, "Because there are only three drops of water, we are thirsty." Some said, "I am thirsty and need water to drink, so there is three points of water on the left side of' thirst'." Special emphasis should be placed on the connection with life experience here. After this connection, the words will be remembered very firmly. Some similar words can be taught together. For example, when I learn the word "Qing", I put the words "Qing", "Qing" and "Jing" together, so that children can learn to compare and observe, and they can distinguish the nuances of similar words by themselves. This is the key for students to master Chinese characters. Children will compare the word "clear" to three points of water, which is related to water, clear water. The word "love" is beside the heart and is related to mood and mood. Next to the word "sunny", it is related to the sun, sunny. The word "eye" has something to do with eyes, eyes. By comparison, students can distinguish the differences between these words through radical analysis. When learning this kind of words, the teacher does not talk about it, but guides the students to find out the differences through careful observation and tell everyone the results of their respective observations. Out of a strong desire to express, most students will be very involved and the effect will be better. Fifth, carry out extracurricular activities to improve literacy in practice. Junior students are very competitive and have a strong sense of honor. According to this psychological characteristic of students, teachers can take the method of letting students go out of the classroom and read in various extracurricular practical activities to expand the space for students to read independently, and also get good results. For example, primary school students have a soft spot for children's food. In order to cater to students' psychological characteristics, students should pay attention to memorizing the words on food packaging paper in daily life and make small packaging stickers to decorate the classroom display column. This memory process fully stimulates the students' senses. The names of all kinds of special classrooms, slogans on campus and billboards in flower beds are all children's frequent contact and are also active teaching materials for children to read. Another example is to remind students to pay attention to billboards on the roadside on the way to school and remember the names of holidays. You can also print out stories that children are familiar with, so that children can read the stories to their parents and grandparents by looking at these words. It is children's nature to like reading stories. When children read the story, remind them whether there are new words they have just learned in the story, and what new words these new words constitute in the story, and tell their classmates or teachers about the new findings. This long-term infiltration, this way of "sneaking into the night with the wind", can not only broaden children's literacy, but more importantly, let children learn to use some new words in the new language environment. This is a kind of knowledge transfer and an interesting re-learning. "Walking on two legs after class" is a two-pronged approach, so that students can learn to read in running water, and their knowledge treasure house will be fruitful. Zankov said: "Once the teaching method touches the emotional will and spiritual needs of students, it can play an efficient role." In these literacy activities that are open to the environment, students are always the main body, and monotonous reading and repeated writing are changed. Mechanical rote learning means interesting reading, interesting thinking and touching practice. Changing shallow literacy cognitive activities into deep thinking inquiry activities can make students' literacy activities happy and mysterious, open children's minds, stimulate children's spiritual creation, and make literacy teaching get twice the result with half the effort.