Literacy is the focus of teaching in lower grades of primary school and is the basis for students to improve their reading ability. The "Primary School Chinese Curriculum Standards" clearly states that at the primary school level, students are required to know 3,500 Chinese characters, and in grades 1-2, they are required to know 1,600-1,800 commonly used Chinese characters, so that students can enjoy learning Chinese characters and have the desire to take the initiative to read. This requires us to adopt a variety of teaching methods in Chinese teaching, give students a variety of literacy methods, and bring students the joy of learning Chinese. In teaching, I try to use the following three methods to improve the efficiency of literacy teaching and cultivate students' learning abilities.
1. Cultivate students’ good preview habits.
“Everything is done in advance,” and this is especially true for learning. For a text, preview it before the teacher starts the lecture, so that the children can learn it well. Previewing can help them know what it is, and wait until class to find out the reason. Only with this kind of learning can we be "sure of victory and relaxed." Second grade students already have certain literacy skills. Before teaching each text, I will make the preview content "concrete" and fully mobilize the students' ears, eyes, mouth, hands and other organs based on the principle of respecting the students' dominant position and giving full play to the students' autonomy in learning. For example, the way to preview new characters is to write the structure and radicals of the new characters next to the new characters in the character list at the end of the text, and count the number of strokes. Use Pinyin to read the text smoothly, at least 5 times. Let the children go into the text in advance and become familiar with the new words, lay the foundation for forming words and understanding the meaning of words, discover new things, stimulate interest, and sometimes think about some unsolved questions in their minds, which will not only be in the classroom If you follow the teacher first, you will gain confidence by approaching the text first, and you will be more bold in raising your hands to express yourself. Although pre-study takes time, it does help children develop their self-learning ability. Why not do this? Because the children raise their hands more times in class, their accuracy rate is higher, and the teacher praises them more, and the children's self-confidence will naturally be greatly improved. The use of pre-class preview improves students' learning consciousness and promotes the formation of learning skills necessary for Chinese learning.
2. Stimulate interest and mobilize enthusiasm
Psychology tells us that interest is a person’s selective attitude towards objective things, and it is the psychology of actively understanding something or participating in an activity. tendency. Interest is the intrinsic motivation to mobilize students' positive thinking and exploration of knowledge. As long as students' interest in learning can be cultivated, students' enthusiasm can be mobilized. Through my own teaching practice, I have experienced several ways to cultivate students' interest in learning: creating an environment to infect interest; designing questions to stimulate interest; and diversifying forms to arouse interest.
(1) Create an environment and infect interest
A good start is half the battle. If a class can start well and create an environment to infect students' interest, it can greatly mobilize students' enthusiasm for learning. For example: when talking about pictophonetic characters, the teacher first asked the students to guess what the characters were. Then ask students to check whether their answers are correct by reading the vocabulary list. In this environment, students’ enthusiasm for learning is unprecedentedly high.
(2) Design problems to stimulate interest
Everyone’s thinking always starts with problems. The process of students’ learning is the process of discovering, analyzing and solving problems. In classroom teaching, I feel better using the following methods to teach. 1. Instruct students to first find difficult-to-write and memorize words on their own, and then teachers and students work together to find ways to memorize them. 2. The radicals of some words can be seen at a glance, while some words are easy to make mistakes. I let students look up the dictionary and solve the problem by themselves. For example: for the word "黄", ??one student asked: "I don't know the meaning of '黄'" As for the radical, the students raised their hands one after another. Some said it was the cursive radical, and some said it was the eight-character radical. In order to deepen the students' impression and cultivate the habit of looking up the dictionary, I was not in a hurry to tell the students. Instead, I divided the students into two groups. One group looked for the word "黄" from the cursive part, and the other group looked for the word "黄" from the eight part. Look for it, and finally tell the teacher if you have found it. Both groups of students said they have found it. Through the students' own actions, they understood that the cursive radical and the eight-character radical are both radicals of the word "yellow". After one semester, some students have developed the habit of looking up the dictionary whenever they encounter a word they don't know. 3. Find the words you can’t form and ask the teacher for help. Students scrambled for words that were easy to form into words, and students couldn't form words for some words. I guided the students to read out the sentences in the textbook first, and then imitate the example sentences to say a sentence themselves. 4. Group the words into groups and let students choose a word from each group that they can form and speak. This cultivates students' ability to use words and speak.
(3) Various forms to induce interest
Students’ interest in learning must be cultivated and infected. It is the teacher who plays the decisive role here. Teachers can inspire students' interest in learning through diversification of forms. For example: the teacher organically combines the magnetic blackboard and the new word cards for teaching: 1. The teacher shows the new word cards on the magnetic blackboard, and the students read the pronunciation of the new words in a low voice; 2. The students each find the words they do not know, and the teacher names them for them to recognize. A classmate came to be a primary school teacher to lead the whole class in spelling out the pronunciations of new characters; 3. Find the characters whose radicals and structures they cannot pronounce. This method not only saves teaching time, but also mobilizes students' attention and prevents students from relying solely on textbooks. 4. The teacher shows the new word cards one by one. After the students read them, the words are empty. The teacher writes on the blackboard, emphasizing the writing essentials, and the students imitate.