Interest is the best teacher. When students have interest, they will naturally study actively and happily, instead of taking learning as a blunt task and completing it mechanically. Therefore, in the teaching process, it is very important to arouse students' interest in learning and let them learn new words in a pleasant and relaxed environment. How to stimulate students' interest in learning to the greatest extent is exactly what I have been thinking and trying in the teaching process.
1, clever use of pictographic features of pictographs.
The characters we use today originated from hieroglyphics created by our ancestors thousands of years ago. Although there are not many pictographs left, pictographs are an excellent entry point in the low-level literacy teaching. According to the characteristics of thinking development of students in the lower stage, they have a little difficulty in memorizing abstract characters. At this time, according to the word-building characteristics of pictographic characters, combined with stick figure teaching, abstract symbols can be well transformed into concrete images, which are linked with real life, increasing interest and improving memory efficiency. The lesson of "mouth, ears and eyes" in the first volume of the experimental textbook is the centralized teaching of pictographs. The text requires learning 12 pictographs, some of which represent the organs on the body, some animals and plants that students are familiar with, and things that can be touched in daily life such as "sun", "moon" and "fire". In the process of teaching, I use graphics to mobilize students' various senses and learn these new words in interesting and diverse forms. For example, when learning about mouth, ears and eyes, students can look at and touch the eyes, ears and mouths of children at the same table, think about and talk about what the real things have in common with these new words. Although some new words can't be compared in class, they can refer to the graphics in the reference book and guide students to think and talk about them in connection with their actual perception in life. After class, I also use stick figures to learn other pictographs. For example, after learning "Japanese", adding a horizontal line below it becomes a "Dan". Two hands holding together are friends of friends, and so on. This kind of literacy teaching is lively and interesting, and students are very willing to accept it.
2. Use the structural rules of pictophonetic characters, summarize and spread learning.
Ideographic characters are very helpful in learning independent characters, but they are not very useful in learning combined characters. Fortunately, the ideographic characteristics of Chinese characters always exist, especially the pictophonetic characters which account for the largest proportion of Chinese characters. From the second volume of the experimental textbook, pictophonetic characters have been displayed to us in various forms, such as "brother-song", "material-wealth (property)", "moon-arm, waist, belly, back", "ya, bud, crow and aphid". In this series of teaching, I organically linked the teaching content before and after, and extended it to extracurricular activities. In the new class, I guide students to recall the previous learning content and inspire them to discover the hidden laws of shape and sound. At the same time, let the students extend beyond the books and talk about what other words of the same type they have seen. Then, timely guide students to sum up the laws. For example, the word "wood" is mostly related to trees and plants; The word "moon" is mostly related to the human body ... It is a pictophonetic character next to the same shape. The four words "sunny, affectionate, clear and eye-catching", with "green" beside the sound, are similar in pronunciation and are pictophonetic characters beside the same voice. From their shapes, we can know that "Qing" is related to water and describes objects as pure and transparent; "Emotion" is related to the heart, which refers to feelings and emotions; Next to the shape of "sunny" is the sun, that is, the sun comes out, there is no cloud or partly cloudy; "Eyes" are eyes, and eyes are eyes. Literacy in this way can often be extrapolated, which not only helps teaching, but also provides students with an excellent self-study method, which can greatly increase their literacy.
3, the combination of disciplines, do addition and subtraction in literacy class.
In Chinese characters, there is still a large part that has no obvious rules, nor can it be left to the vagaries of imagination. At this time, I asked the students to do addition and subtraction with the familiar words they had mastered. For example, in the Chinese Garden 8 of the second volume of the experimental textbook, new words are presented in the form of "a thousand words, sweet tongue, buried in the soil, wood and cotton, people flashing at the door, horses rushing at the door ...". These new words "Tongue, Sweet, Buried, Cotton, Flash, Rush ..." can't be simply classified as pictophonetic, pictographic and knowing, but the combined parts are all words we have learned before. At this time, we can do addition, "thousands+mouths = tongues". In the teaching of new words in Chinese, mathematical formulas are introduced, which makes students feel novel and interesting, and everyone struggles to do addition. Because all the components have been learned, the new words combined are not so strange, and the learning effect is very good. Then, "Strong-Bow = Although" is subtraction, and "Wan-Mi+Kou = Yuan" is a mixed operation of addition and subtraction. In this way, Chinese and mathematics are skillfully integrated, which effectively mobilizes students' enthusiasm. This method is widely used and can correspond to most Chinese characters. It is also easy, simple and practical for students to master.
4, eclectic, encourage students to create inventions.
Chinese characters have evolved for thousands of years. Although the ideographic function still exists, some Chinese characters are not obvious. At this time, if we still insist on the laws of pictograph, sound and understanding, it will not work. Students' imagination is very rich, and I also encourage students to make some inventions and creations themselves. What I want to do is to guide them properly, and don't let students copy mechanically and mix them at random. For example, in teaching the word "yellow", I followed the pictographic method, drawing the grass prefix into branches, "You" and the following "Eight" into leaves, and combining words with pictures. Such a painting can effectively combine form and meaning, and solve the difficulty that students can easily write the middle word "you" as "Tian", which is vivid and easy to remember. With this precedent, students will also come up with their own whimsy in practical teaching. For example, hearing from the ear, hearing from the mouth and hearing from the heart is a "smart"! Looking around the store with less eyes can help mom and dad save money! These are the students' original opinions. Although it is not necessarily in line with the law, it can help students remember and break through the difficulties in font, which is also an effective method.
Second, follow the law of memory, reproduce it repeatedly, and firmly grasp it.
In the new curriculum, the literacy of lower grades is very large, which is the most important stage in the whole primary school learning process. Moreover, students are required to master a certain amount of new words in a relatively short period of time. This is difficult for students, especially those with relatively weak foundation. I haven't fully mastered the new words I learned today, and there will be many new faces tomorrow, so if I eat raw rice day by day, I will never digest it. Therefore, while teaching new courses, it is very important to implement the review and consolidation of new words.
1, make full use of time and carry out basic review.
In fact, literacy can also be like recognizing people. I don't know each other once, but I don't know each other twice. I can do it three or four times. If I see more, I will naturally know each other. Then, we should try to make students meet these new words more often. After 40 minutes in class, we should make full use of some spare time, such as morning reading. Under the guidance of teachers, small cadres organize morning reading every day to carry out orderly review and consolidation. We can focus on consolidating the new words learned the day before and read them aloud in various forms. Then, review forward and read the new words in the previous lessons with cards. You don't have to read all of them, but try to review them comprehensively within one week. Preview is arranged once a week, led by the leading students, and the new words that have not been learned are spelled with pinyin. Morning reading every day, although the time is not long and scattered, can also play a great role when accumulated.
2, to carry out competitions and games, in the activities of recognition.
The use of morning reading to review and consolidate is limited by some objective factors, and can only be carried out in the form of collective reading or driving a train. So, I used the time of the activity class to design and carry out some interesting games or competitions, so as to create a free and relaxed environment for students to recognize new words unconsciously. For example, watching new words to perform, verbs in Chinese characters can be reproduced by body language, so that students can perform according to the new words produced by the teacher. Two people at the same table cooperate with each other, and one performer guesses or compares who performs better. This not only consolidates the glyph, but also deepens the understanding of the meaning of the word, which can be described as killing two birds with one stone. At the same time, a literacy competition will be held in units. Such a competition can be held before the teaching of a unit is started, or at the end of the unit teaching. Before learning the new unit, gather the new words in the whole unit and give the students a certain time to see who knows more. In this way, you can first establish a preliminary impression of the new words in this unit, and you will not be a stranger when you study specifically. If it is done at the end of a unit's study, then we can compare who has expanded the words much and who can write more words, etc., and achieve the purpose of review and consolidation through different forms. At the same time, the students' enthusiasm is very high by carrying out activities in the form of competitions, and everyone has gained something and accumulated something in the activities.
Let life be our teacher.
Learning is a part of life, and learning in our classroom can not be isolated from life and exist independently. In the experimental teaching materials, some teaching contents are arranged very close to life. For example, in the supermarket and vegetable garden in a book, the words appearing in the text are "bread, sausage, eggplant, pepper …" and so on. There are also some similar words in the three-volume Chinese Garden. For example, one lesson is about the names of dishes, "Stewed meat, roast duck …", and the other is about the names of kitchen utensils such as "stove, aluminum pot …". These new words are all within reach of students in their daily lives. They feel very cordial and have a strong interest in learning. In the process of learning, students can be classified first to see what kind of new words they want to learn today, and then expand outside the classroom. "What other similar words do you know?" For such questions, students are very enthusiastic, holding their hands high and eager to speak. With interest, the learning effect will naturally not be bad, and at the same time, students can accumulate many similar words and gain a lot.
Third, build a platform to apply what you have learned and deepen your understanding.
Through vivid and interesting learning methods and repeated recognition and consolidation, students have accumulated a lot of new words and expressions. Next, I set up an application platform for students, so that students can have the opportunity to use the words they have learned, so as to deepen their understanding and memory of words.
1, effective use of classroom teaching, give full play to the role of 40 minutes.
Classroom is the basis of teaching and a direct application platform. When teaching new words, application is closely related to the study of sound, form and meaning. For example, in the second volume of the experimental textbook, Literacy 6, there are some quantifiers in this lesson, so I let the students use these quantifiers to do transfer exercises. "There is a seagull in the book, so what else can children think of?" Students can think of many things, such as a swallow, a chicken, and so on. This exercise is simple, but it can make students have a clearer understanding of these quantifiers. In Literacy 6 of Book Three, groups of antonyms are learned, and students can use these antonyms to practice speaking immediately in class. Students will say that winter is cold and spring is warm. Swan is beautiful, crow is ugly … and so on. This kind of speaking practice can make students understand these antonyms more thoroughly. At the same time of application, the pronunciation, shape and meaning of words have also been well recognized and reviewed, which is multi-faceted.
2. Go back to life and make full use of the resources around you.
Life is a treasure house of resources, and the application of words is always, engraved and everywhere, but students usually don't notice it. So, how to seize the opportunity and make use of all these resources? First of all, I thought of our festival. "March 8th" Women's Day, Teacher's Day, Double Ninth Festival, Spring Festival ... Whenever these festivals are large and small, I will ask students to make a greeting card, write a congratulatory message, write it to their mother, write it to their teachers, and write it to their elders, so as to apply what they have learned from the text, and also exchange ideas and learn from each other in class. There is a practice base in our school, where many vegetables and fruits are planted. I will let the students see, look for, ask and start work by themselves, put up a sign for these plants, write down their names, characteristics, growth habits and so on, and use the words they have learned. When the classroom is decorated, I set aside a small section for students to write out the famous sayings, ancient poems and proverbs collected at ordinary times. I will post them and enjoy the resources. Unconsciously, students apply the words they have learned in class to real life, without any burden of learning, and apply learning in a natural state, which deepens their understanding of glyphs and word meanings and makes them feel relaxed and happy.
Literacy teaching is a tedious teaching work. In teaching practice, it is necessary to constantly sum up, accumulate and explore the experience and methods of literacy teaching. I sincerely hope that I can take the students by the hand and take the first step of learning Chinese in a down-to-earth manner. I hope that I can guide students to learn more words, let them learn to draw inferences by analogy, avoid mechanical memorization and rote memorization, and stimulate students' strong interest in literacy, so that they can learn to live.