Keywords Chinese Pinyin; Situation; teaching
Through practical exploration, it is found that creating situations can fully stimulate deaf children's interest in learning, arouse their enthusiasm and initiative to participate in classroom activities to the maximum extent, organically combine learning pinyin with developing language and divergent thinking, successfully break through the difficulties of pinyin teaching, and make Chinese pinyin teaching "live". This paper takes the teaching of Chinese Pinyin in the first year of deafness as an example to discuss some practices with colleagues.
First, create a life situation so that children like to learn Pinyin.
In order to meet the communication needs of deaf children who have just entered school with zero language, I make full use of everyday Chinese Pinyin as a bridge for their independent communication, and let the boring Pinyin letters become their close partners, and study, move and grow happily with them every day.
Such as posted on the classroom wall: primary code printed in pinyin, daily behavior standard table, duty table, star rating table; Learn pinyin letters and syllable cards every day, praise column every day, rice menu, one sentence a day. School supplies, teaching AIDS, labor tools, etc. A note marked with pinyin. Let the classroom become a beautiful landscape for children to learn pinyin.
After the children have accumulated a certain amount of pinyin vocabulary, they are required to write the daily schedule, year, month, day and weather on the blackboard in pinyin. Write the names of exercise books of all subjects in pinyin, and be responsible for receiving and sending them respectively; Instruct them to write the names of the meals they eat, the games they play and their moods in Pinyin. Good students can use sentences to express and evaluate in class. Teachers will encourage praise in time. After such training for a long time, children have developed a strong interest in pinyin, and the joy of understanding and reading can be shown from time to time. The awareness of actively identifying and using Pinyin is increasing, and children gradually like learning Pinyin.
Second, create language situations so that children can learn Pinyin happily.
"Chinese Curriculum Standard" puts forward that "the teaching of Chinese Pinyin should be as interesting as possible, focusing on activities and games, combined with learning Mandarin and literacy teaching." In teaching, according to the characteristics of residual hearing of some students in this class and the different degrees of language foundation, I integrated the first-year textbooks of deaf schools and ordinary schools. On the basis of attaching importance to pinyin teaching, schools for the deaf choose pinyin textbooks, nursery rhymes and picture-reading textbooks suitable for developing students' potential from ordinary schools, so as to enrich students' knowledge and expand their vocabulary. Use rich pictures and multimedia with vivid images, illustrations and unique dynamic and static interchange functions to create language situations and guide students to see (listen), read, speak and write syllables, phrases, sentences and nursery rhymes. Multimedia has effectively stimulated children's strong interest in learning Pinyin, brought into play their unconscious psychological activities, improved their enthusiasm and initiative in autonomous learning, and enhanced their ability to understand Pinyin and oral expression.
Watching cartoons and listening to stories are deaf children's favorite activities. I use my spare time or evening self-study time to play popular cartoons for my children. After reading it, let them briefly describe the story and reward their fluency. In this relaxed and happy situation, children's awareness of active participation and language expression is greatly stimulated. In speaking, speaking and doing, cultivate children's ability to observe things carefully, think with their brains, actively organize language and constantly innovate their thinking. At the same time, it also permeates the cultivation education of polite language and behavior habits. So that children's oral and writing skills can be exercised and improved, and their ideological understanding can also be improved.
In order to cultivate students' habit of loving, knowing and reading good books from an early age. I organize students to borrow comic books and story books (with phonetic notation) in batches in the school reading room. Instruct students to retell stories in pinyin. After a period of training, students' initiative to go to the reading room is high, their pinyin reading ability is greatly enhanced, and the content of one sentence a day is constantly enriched.
Third, create activity situations to let children play Pinyin in middle school.
Children are lively, curious and good at expressing themselves. It is far from satisfying their knowledge needs by only a few minutes in class. After school, let them study hard, use their brains and play intellectual games, and let Pinyin serve as a link for children to communicate and become spiritual food for extracurricular activities.
I often organize children to play some games related to learning. For example, "military training": give each student a pinyin name (initial consonant, vowel or syllable), and if you count, queue up, perform a program or sing a children's song incorrectly; Teach students to perform the scenes in the cartoon Animal Kingdom, wear animal headgear, learn to say hello to animals, spell cards and stories, and take the lead in playing games. Combine students' favorite games of throwing handkerchiefs and kicking shuttlecocks with pinyin competitions; Organize boys to play gun games: first, members of each group draw lots and read out the names of the signed characters quickly. Those who read fast and read well will assume the role of signing on behalf of the group and conduct pk with the winners of another group. Fighting while grabbing (self-made paper grabbing) will make machine gun shots such as "Baba Baba", "Pumbaa", "Dad" and "Nine". In entertaining themselves, students not only strengthen their knowledge, but also enhance their feelings, innovate their thinking, develop their intelligence and develop their language. Therefore, our teaching of Chinese Pinyin is full of vitality.