First, learn to spell to make it easy to remember. The focus of the first semester of primary school first grade teaching falls on the learning and consolidation of pinyin. By the second semester, the study of pinyin was not over yet. On the contrary, Pinyin is an important tool for students to learn, especially in the teaching of new words. After learning this, I focus on some knowledge points in Pinyin that are easy for students to forget and difficult to teach, such as nasal sound, flat tongue sound and tri-pinyin. I will master the pronunciation of this new word for teaching. It is precisely because of the pronunciation of this new word that students are easily confused. Teaching in Pinyin is actually a learning difficulty and key point of this word:
Second, we must have a tangible foundation. For new words with clear glyph structure, I will grasp the glyph structure to teach literacy. When I say "the glyph structure is relatively clear", I mean those non-words, which are divided into up-down structure, up-down structure, left-right structure, left-middle-right structure, semi-closed structure and fully closed structure. Because of their clear structure, when such new words appear in the text, I will take the method of stimulating students' interest in exploration to ask: Do you have any good ways to remember this word? At first, I made a demonstration, such as learning the word "Ming" in "Sun Moon Ming". I will tell the students that I have a good way to remember "Ming", that is, the method of adding one. Under my inspiration and guidance, students' thinking began to become active. Whenever I pronounce new words correctly, I will ask: Is there any good way? In this way, almost every child in the class can remember new words by adding a word. This method seems simple, but it is not. It requires students to distinguish what structure this new word is, how to add it and which two parts to add it. With the passage of study time, they learned almost all strokes and radicals more and more. At this time, I was surprised to find that they were interested in "Is there any good way for you to remember?" The answer to this question is no longer limited to the simple one plus one method. Once, a student said that "emotion" should be removed from the vertical center and three drops of water should be added as "clear water". I immediately praised and rewarded. Not only that, I also taught several other good methods of memorizing words in time, such as changing radicals, subtracting one and so on. Students' interest in literacy has increased again. In the process of previewing, they began to consciously think about the glyphs and radicals of new words. In fact, there are many rules for learning Chinese characters. "Multi-phonetic symbols beside the sound, multi-phonetic symbols beside the shape" has been fully played by me in the teaching of new words. Because 70% of Chinese characters are pictophonetic characters, they are now used in learning. When I meet the next phonetic word, I will teach them a good way to remember it in time: the teacher also has a good way to help everyone remember that "please" and "please" are pictophonetic words, whose sound is blue and the shape is next to the word. After repeated practice several times, students will encounter "eye" (a new word in "24 tadpoles looking for their mother") and even remember its shape by pictophonetic characters. After that, as long as they encounter a new word with pictophonetic characters, children always respond positively to good ways to remember words, and there are more and more ways to remember words through glyphs. Every time I see that they want to learn new words, they are always very enthusiastic. Even some new words that don't appear in the text will communicate with me good methods of memorizing words. This method of memorizing words through glyphs has made me taste the sweetness, and also made my students learn new words more actively.
Third, with the help of tools, literacy activities are carried out by going up a flight of stairs.
1, know the dictionary and stimulate interest. After the mid-term exam in the second semester of senior one, students began to learn to look up new words with Xinhua dictionary, whether it is radical search or word order search. I seized the fresh energy of the students who just came into contact with Xinhua Dictionary, and added an extra preview homework. I go home every day to look up the new words that appear in the preview class and write down the page numbers of these new words. This homework lasted for more than a month. During recess and peacetime, I always consciously praise those homework. For example, when they were asked to look for new words with polyphonic words, some students found them and wrote them in their exercise books. At this time, I specially praised them in public. When a polyphonic word appeared for the second time, most children could consciously write all the pronunciations and page numbers. Through such encouragement, students not only learned the method of looking up a dictionary, but also stimulated their interest in looking up a dictionary.
2, find new words, find friends to create new words idioms: interest is the best teacher. This sentence is really a wise saying. It is because students are interested in learning new words with the help of dictionaries that I strike while the iron is hot, which makes it more difficult. Of course, under my stimulus, in order to increase their interest, I deliberately challenged them and said, "Now everyone is fine, and you can almost find their page numbers for all the new words you meet." Then I want to see if you are really that good. When you go back today, you help the new words find the page number in the dictionary and hide it in the dictionary. I want to see who has the right phrase. " The task has been arranged. As I expected, some students successfully completed the task, so I praised him in front of the whole class and made phrases in time to guide other students how to look up new words in the dictionary. After some guidance, the whole class can find new words, which makes everyone more enthusiastic about literacy. Not only has it aroused the initiative of literacy, but in the face of so many new words, individual students are not even satisfied with the scope of Xinhua dictionary used by primary school students, but look for phrases in a wider range of dictionaries such as word dictionaries. The practice of these two parts makes me understand that with the help of tools, literacy activities can be carried out in the classroom at the next level. Students are not only individuals who receive knowledge from teachers, but also individuals who actively learn. Once one's interest is stimulated, literacy activities become so active, thus generating the awareness of autonomous learning and improving the efficiency of literacy in the classroom. It is precisely because students become active in learning new words that the teaching efficiency of new words in class is greatly improved. Students learn more and teachers teach more.
Of course, there are also many teaching methods of Chinese literacy in lower grades that are worth learning. The above three points are just what I got in practice. I believe that only through teaching practice can we get the best teaching method suitable for ourselves and students, and I will continue to work hard in this regard.