Yang Shuping concluded that literacy teaching plays an important role in Chinese teaching and is the basis of reading and writing in Chinese teaching. Therefore, in the teaching process, I guide students to read from life, teach students to read from rules, consolidate Chinese characters in games, and often use methods such as praise, encouragement and competition. Improve students' enthusiasm for literacy and use multimedia to consciously guide students to read unconsciously. By making literacy books, students can truly become the masters of "independent cooperative inquiry" learning. Key words: easy literacy, vivid image, autonomous learning, stimulating literacy interest and self-learning ability are the crystallization of the creative wisdom of the Chinese nation. Chinese character learning is the beginning of mother tongue education and the cornerstone of quality education. In the new century, how to keep pace with the times in Chinese character learning and how to reform and innovate Chinese character education has become a topic of common concern in education and society. Bing Xin, a famous writer, wrote an inscription for a series of Chinese characters: "Literacy enlightens wisdom". Chinese characters are complex brain words, which are beneficial to "enlighten people", so literacy teaching plays an important role in Chinese teaching in primary schools and is the basis of reading and writing in Chinese teaching. The traditional closed indoctrination teaching mode is single, which makes students feel boring when reading, which is not conducive to students' literacy. Reading happily is a kind of enjoyment. Every child has the nature of loving reading and reading. Therefore, I have made some attempts to break the tradition and protect students' studious nature in literacy teaching, so that "I want to learn" becomes "I want to learn" and "intentional literacy" becomes "unintentional literacy", so that children can easily understand and learn Chinese characters. First, it is children's nature to guide students to understand "curiosity" from life. As long as we are good at inducing, children will be interested in Chinese characters. Every time they meet a new word, they will ask the adults curiously. At this time, as long as adults take advantage of the situation, they will arouse children's interest in literacy. Chinese characters are everywhere in life, and life is an ocean of Chinese characters. Children's life, food, clothing, housing, eating, drinking, and even studying need Chinese characters everywhere, and they can't live without them all the time. Chinese characters are the media and tools for children to communicate with social life. Therefore, we can use the methods of inspiration and induction to guide students to read from life. For example, according to the characteristics of children who love birds and have seen birds, the teacher decided to carry out a literacy activity with the theme of loving birds. Before the activity, in order to stimulate children's interest in birds, the teacher first encourages them to collect information about birds in their lives. In the process of collecting information, they can "blossom", find friends and make words. If you encounter words you don't know or understand, you can ask your family or look them up in the dictionary. Some materials can also be posted on your own literacy books. After the teacher arranged it, the students got busy. They collected all the information about birds: bird riddles, bird idioms, songs, nursery rhymes, poems and stories about birds, birds' living habits, parenting knowledge, and some brought photos of their favorite birds. Every student has several kinds of materials, and there are many ways to open the source of materials, some of which can be found in extracurricular books such as "100,000 Why" and "Encyclopedia Knowledge". Some materials consulted on the Internet; Some of them were cut and pasted from newspapers ... In the activity, different birds were first played to the children, which opened their imagination wings through the sound, making them feel like they were in a world of birds, which successfully stimulated the enthusiasm of children to participate in this literacy activity. Then, we use group cooperation, class communication, personal reports and other forms to guide children to read the words with "birds" with the help of multimedia. Idioms, proverbs, ancient poems and children's songs about birds are rich in content and various in forms, which expand children's literacy, enrich students' language, and exercise students' communication skills and sense of unity and cooperation. Finally, reading stories of celebrities who love birds, cartoons and children's songs sublimated the theme of the activity, vividly educated the students and made them understand that birds are friends of human beings and should be cared for. Teachers carry out practical activities according to the reality of children's lives and their interests. Each activity has a theme to guide students to do it themselves, use their brains to collect information and exchange gains. After communication, children can also be taught to read by simulating and creating situations. For example, organize literacy activities such as "Doll Supermarket", "Animal Games", "Flower World", "Akita", "I will be a small tour guide" and "Shopping in appliance stores". The famous psychologist Vygotsky said: "Activities and communication are the source of development." Activities are part of a child's life. Teachers should pay attention to the communication with social life in teaching, so that children can cross from the "I" world to a broader surrounding environment as soon as possible, thus absorbing all kinds of information and expanding the space for imagination and thinking. Therefore, when students master literacy methods, are willing to read and are good at reading, teachers should consciously let students read in life, so that students can truly become the masters of "independent cooperative inquiry" learning. Second, it is difficult for children to remember Chinese characters by teaching rules. To break through this difficulty, we must teach students to know strokes, radicals and basic characters. Mastering the rules of word formation is an important link to cultivate students' independent analysis, memorizing glyphs and improving their literacy ability. Chinese characters are composed of various strokes, no matter simple or difficult. These basic strokes are the basis of analyzing and memorizing Chinese characters and writing correctly. Therefore, before teaching Chinese characters, students should know that Chinese characters are composed of 65,438+07 basic strokes, such as "horizontal, vertical, skimming, pressing, pointing, lifting", "vertical hook, horizontal folding and vertical folding", so that they can know and write these strokes. Every Chinese character has "sound, shape and meaning", so in addition to the order of strokes, students should also master the "sound, shape and meaning" of each character. Chinese characters have various structures, such as up-and-down structure, left-and-right structure, single-character structure, semi-enclosing structure and full-enclosing structure. Chinese characters are all compound words except the single word structure, but these compound words are divided into two types: 1. Basic words are the basic components of compound words, and some of them often play the role of expressing sounds or meanings in compound words, which is the basis for learning compound words. Therefore, when teaching single words, students should accurately grasp the sound, form and meaning of each word and carry out basic skills training in a down-to-earth manner. When teaching this kind of words, I usually use strokes to teach students to master this kind of words. 2. Radicals are an important part of Chinese characters. Knowing and mastering radicals will simplify the analysis and memory process of literacy. On the basis of students mastering the general rules of word formation and writing of alphabetic combination words, at the same time, the word formation characteristics of Chinese characters, such as "Qing", "Qing" and "please", are infiltrated. When teaching the pronunciation of "Qing", I first guide students to read each word, and then guide them to look at pinyin for comparison. Students find that the initials and finals of these words are the same, but the tones are different. Please mobilize the students first. Then guide the students to look at the font, each word has the word "Qing", and then point out that "Qing" plays a phonetic role in it, and then reveal the role of radicals in ideography through the analysis of radicals. When teaching the word "Qing", first point out that it is "clean" Qing, and cleanliness and hygiene are inseparable from water, so use "Ju" as a side, and then teach "Morning" in the textbook, pointing out that the air in the morning is fresh as washing, so the "Qing" in the morning is next to "Ju". And tell the students that this kind of word with radical meaning and basic pronunciation is called pictophonetic characters, so that students can have an understanding of pictophonetic characters and master the methods of learning this kind of words in the future. Chinese characters are composed of several unique characters. When teaching these words, I pay attention to inspiring students to think and understand the meaning of the words. For example, when teaching the word "take", I first open my hand to take something, then open my hand to lift it, but I will pick it up as soon as my hand is closed, and then inspire students to try to remember it. Hands folded left a deep impression on the students. Another example is "sword". I drew a picture on the blackboard first. How do you feel after reading this picture? Why? Through analysis and comparison, the students all said that they felt "sharp" because the upper part was small and the lower part was big, so I immediately wrote a word "sharp" on the blackboard, telling them that the upper part was small and the lower part was "sharp", so that the students could easily remember the font, read the correct pronunciation and understand the meaning of the word. Using homophones to classify homophones and pictophonetic characters can help students better grasp their word-formation characteristics. For example, "pao", "pao" and "pao" all have homonyms, so the shapes and sounds of these words are similar. We call them homophones. Because the radicals are different, they have different meanings and usages. Its meaning is related to radicals. For example, "running" should be running with feet, so use the word "feet". Classification with other characters, such as "sunny, sunny, warm, morning and evening", "beating, shooting, pulling, grasping" and "river, river, lake, sea and washing", can help students further grasp that everything related to hands is beside the handle, and that related to the sun is beside the sun. When teaching pictographic characters, I usually use objects or pictures to let students directly feel the structure and meaning of the characters, and then use crossword puzzles to let students remember the fonts. I'll put the picture first, and let the students observe what is drawn in the picture: a child is listening in the middle of the door. Show the crossword puzzle "There is an ear on the door", let the students guess "smell" and tell them that "smell" means "listening". When analyzing glyphs, I pay attention to inspiring students to think about the methods of memorizing glyphs and cultivating students' ability to master Chinese characters independently. For example, when studying the word "Tuo", I told my students that horses can only carry things when they grow up, so the word "Ma" is added with the word "Da" to read Tuo. When learning the words "paddle, paddle and prize", the students said that paddles are generally made of wood, so paddles are "wood"; You need to add water to paste, so the word "water" is pasted; Only if you make great progress or great achievements can you get a reward, so the word "big" is a reward. Although these three words are easy to mix together, students can understand them at a glance if they master the word-formation rules of Chinese characters. When students master Chinese pinyin and word-building components, they can gradually cultivate their ability to learn new words by themselves. Students are required to preview before class. Every time they learn a lesson, they should not only read the sounds of new words, but also read the sentences with new words in the textbook to understand the meaning of words. It is difficult to distinguish glyphs, so students should be taught several methods to analyze glyphs. For example, basic words are recorded by strokes, combined words by parts, word formation, careful observation to find out the error-prone parts, and consciously focus on them. Third, consolidating literacy games in games is a form that children prefer. Children like to imitate, repeat and perform. In teaching, teachers should use games to stimulate students' interest in learning abstract characters and symbols, and continue to teach in forms that children like, such as crossword puzzles, finding friends, turning dials, driving trains and sending letters. Let students feel the fun of the game in class and get interested in literacy. Such as: (1) turntable. This game is generally used to learn similar pictophonetic characters. If I learn the words "description, cat, aiming, meow, anchor, Vivi", I will ask students to turn over the word as soon as possible, spell the word well and make friends with it accurately; You can also be faster at the same table and make more friends than anyone else. (2) Pick apples. I hung the difficult words in each class on the blackboard in advance, telling the students that this is the sweetest fruit on the apple tree, but it is also the tallest and most difficult to pick. Whoever can pick it first belongs to it. The abstraction here is actually writing it down and writing it out. Children's competitive spirit will stimulate their learning potential, and the result will always be the best and most difficult words for students to remember. (3) crossword puzzles. This is more challenging for primary school students, but calves are not afraid of tigers. Their crossword puzzles are really good. For example, the word "Hui", children say "people walk in the clouds", what a poetic imagination; For example, "he", they said, "there is a man living under one roof." There is a strong flavor of life. Another example is the word "yellow". The children said: "The grass head is long horizontally, and the word' you' is in the middle and slightly lower." What a creative imagination. (4) driving a train. When teaching new words, teachers should deepen their memory of new words by reading this teaching method. But if the single teaching method lasts too long, students will feel monotonous and easily distracted. The way of reading should also be changed. For example, read together, read separately, read in groups, read separately for boys and girls, read alternately at the same table and read by train. In the form of "driving a train", children can not only play the game of driving a train everywhere, but also read and memorize words easily, and children also enjoy it. (5) delivering letters. The game of sending letters is that the teacher leads the students to sing children's songs: "Ding, Ding, uncle postman sends letters, I learn culture for the motherland, learn culture well and build the motherland." While pretending to be a postman, I handed out some new word cards to the students, and then the teacher read a new word. When all the cards are returned to the teacher, I read the new words to the class. When all the cards are returned to the teacher, the game is over. It is good to review new words and consolidate the new words learned in this game form, and children are also very interested in activities. Of course, there are many ways for children to make their own pictures, such as making up children's songs, matching pictures and words, and finding friends ... Although immature, easy to understand and far-fetched, they are full of fun. These are the flashes of students' wisdom, which not only stimulate students' interest in literacy, but also cultivate students' innovative ability. Fourthly, making full use of multimedia technology to write is also an important and essential process for students to read. For junior students, writing is a boring thing. After all, Chinese characters are abstract fonts, which will not give children a concrete and emotional framework. If students just read and write blindly and keep practicing, such teaching will easily make students feel tired of learning. Therefore, we can use multimedia teaching to improve students' interest in learning. (1) neat and beautiful writing. Junior students have strong imitation ability, and teachers often become the object of their imitation. We can seize this opportunity and infiltrate Chinese characters into students with our own model. When writing a model, you should strictly follow the writing requirements and explain it in detail one by one. This process can be displayed by multimedia, which can make students clearly see how a word is written, deepen their memory and provide students with a beautiful model. (2) vivid demonstration. Many Chinese characters in China are derived from pictures and are called pictographs. When learning this kind of characters again, if we can gradually show the evolution process of Chinese characters, it will undoubtedly be of great help to students' learning. For example, when learning "boats, swallows, birds, bamboos, mountains and pavilions", first show a group of physical pictures, then use multimedia to demonstrate how they became ancient Chinese characters, and then show the process of their becoming modern Chinese characters. In this wonderful observation process, students learned more than just a few words. Advanced technology brought their perspective back to ancient times, explored the history of Chinese characters, and accepted profound culture. It is very helpful for students to accurately grasp the changing process of Chinese characters from concrete to abstract, and to remember and write Chinese characters well. More importantly, stimulate students' love for Chinese characters. (3) Rich and peculiar imagination. Chinese characters are composed of some lines, which are very concise and give children a lot of imagination. Only Mrs. Wei, a calligrapher in the Jin Dynasty, said: Every word is as wonderful as its shape. In writing teaching, students can use concrete and intuitive pictures and images to spread their imagination wings and inspire the method of thinking in images. For example, it is difficult for students to write "fly", "horse" and "walk" well. Show pictures related to life in teaching and tell students to fly in the sky like a bird, pay attention to oblique hooks, and write smoothly, roundly and stretch; The "horse" is good at running, and it can run very fast just by withdrawing its bow and raising its front hoof, so the cross hook should be slightly longer to show its galloping posture; To "walk", you should stand tall and stride forward, so the upper part should be straight, the lower part should be open, and the whole word should be bold and powerful. Improve students' imagination ability in the process of constantly mastering concepts and enriching appearances. (4) Match words with "pictures" to cultivate students' imagination. Einstein said: "Imagination is more important than knowledge, because knowledge is limited, and imagination summarizes everything in the world, promotes progress and is the source of knowledge progress." In literacy teaching, teachers should guide students' imagination, help them visualize abstract symbols and cultivate students' literacy ability according to the characteristics of their thinking. Simple strokes are concise and vivid, with rich connotations, giving people a lot of imagination. Children in lower grades are more interested in pictures than words. In the teaching of new words, teachers should seize the opportunity to let students develop their imagination and match new words with "body animation" and "thinking animation", such as "jumping, throwing, lifting, patting, sweeping, washing, brushing and ending". Students should use their imagination to match new words with body animation, so that these words can flow in their minds like animation. Matching words with "pictures" is properly combined in the clever connection of pictures and texts, which enriches students' imagination, makes students read vividly and effectively improves learning efficiency. (5) Cultivate students' ability to read independently by telling stories. Junior students are young and have no intention of paying attention to the dominant position. They not only like listening to stories, but also like telling stories. It is a good method to make full use of these psychological characteristics of students in literacy teaching, encourage students to learn and master some words according to their own abilities, and consciously or unconsciously practice using multimedia storytelling to teach literacy. It is students' nature to like reading stories. It is necessary to guide students to read story extracurricular books on a regular basis. Because this is in line with the age characteristics of students, students are willing to do it. In the process of telling stories, teachers often write some words with less complicated fonts that students are familiar with on the blackboard, and make some comparisons with some homophones and similar words that are easy to be confused at the right time. When students are reading a book, the teacher does not forget to remind students whether there are any new words that have just been learned in the story, and what new words have been formed in the story. After seeing them, tell the classmates or teachers. This seemingly unintentional but actually intentional approach has achieved very good results. First, students inadvertently review and consolidate the new words they have learned. More importantly, learning to use these new words in the new language environment is a transfer of knowledge, an interesting re-learning, and achieves the effect of reviewing the old and learning new things. Fifth, praise, encouragement and competition are often used to improve students' enthusiasm for literacy. Our students here can't distinguish nasal sounds, nasal sounds and side sounds when teaching students how to pronounce new words. In addition to demonstrating correct pronunciation, teachers often call students who can read correctly. Students who are called to be primary school teachers feel that they are glorious and capable and will teach seriously. The following students will also study very hard under the guidance of their peers and try to pronounce each word well. After teaching new words, we should carry out comparative competition activities, so that review can be consolidated in the competition, which can also improve students' interest in learning and play a good role. For example, reviewing the new words just taught today, you can show new word cards and take the activity of "driving a train". Students stand up in groups and read one by one according to the number of seats. If the team with a steady and fast train gets five stars, the team with a steady train gets four stars, and so on. The team with more stars wins and the whole class applauds. The group that made mistakes in reading must ask the players to correct their mistakes before the training can be successful. Although this activity of "driving a train" is naive, it allows teachers to check the teaching effect in time and make up for the shortcomings of individual students in time. At the same time, we can also find problems in teaching and further improve teaching methods. Sixth, make your own "literacy textbooks" to enrich students' literacy. Literacy teaching needs textbooks, which are the basis of learning Chinese. But it is far from enough to rely on a few textbooks for literacy, because what textbooks can hold is really limited. Although most new words have to appear in textbooks several times, most of them still can't reach the number of times for students to form permanent memories. As for the polysemy of new words, it is even more impossible to reflect it in limited teaching materials. Therefore, teachers must guide students to extend the teaching materials outside the classroom and combine students' learning new words with real life. Advertising signs, commodity packaging, various newspapers and magazines that students have the most contact with in their lives can all be the best materials for children to read. Let them collect, cut, draw and paste, and it will become a "literacy textbook" with pictures and texts. In this process, students begin, use their brains, collect, sort out and sort out, which is still a creative process. In short, small Chinese characters are infinitely mysterious. Teachers should give full play to the leading role of teachers, combine students' thinking characteristics, mobilize students' multiple senses, let students actively participate in literacy teaching, encourage students to imagine and practice from the reality of students everywhere, and let students get the joy of success. Therefore, boring literacy teaching has become a hot spot to cultivate students' interest and enthusiasm for exploration. There are many ways to teach literacy. How to find a method suitable for each student's individual and personality from many methods? This requires us, even more successors, to keep exploring and make more and better attempts to comprehensively and rapidly improve students' comprehensive quality. However, no matter how different the methods of exploration and trial are, as long as we grasp the characteristics of students at this stage and the characteristics of this era, we will certainly cultivate high-quality talents that meet the requirements of the times and social needs. Let's work together to add a wonderful and strong stroke to the history of Chinese characters!