The famous educator Suhomlinski said: "Only when literacy becomes a vivid and wonderful life scene for children, full of vivid images, sounds and melodies, can the process of combining reading and writing become easier." The new curriculum standard points out: "Literacy teaching should take language factors familiar to children as the main materials and make full use of children's life experience". In fact, life is the background and stage of literacy. Life is the content of Chinese, and Chinese is the tool of life. So how to link literacy with life? First, create a literacy atmosphere in life and expand literacy channels. Improving classroom efficiency and guiding students to know and write Chinese characters well does not mean that the teaching task is successfully completed. Students have to go through the process of repeated memory before they can firmly remember it. If the words learned in class are not recognized and applied after class, they will be easily forgotten after a period of time. Only by allowing students to meet students frequently in a specific language environment can we improve students' literacy and correct use of words. A class is a home, and there are dozens of small masters in this home. Their names are all-encompassing in Chinese characters. In previous teaching, I found that some children could not write all the names of their classmates in the third and fourth grades. I think this is a good opportunity for freshmen to read after class. So, I first asked the children with more literacy in the class to send and receive notebooks, and I taught them names they didn't know. After several practical operations, they know the names of most students in the class. Then let other students in the class practice sending and receiving notebooks, count the number of people, find out who is missing, and help the children get familiar with the names of the class as soon as possible. Before long, they also knew the names of their classmates. Besides, there are many resources available in our campus. The class atmosphere in the classroom, famous sayings and aphorisms in the corridor, billboards on campus, slogans in the window and so on. It's all literacy material. You can use the opportunity of visiting the campus to make students literate. In this process, students not only remember new words, but also receive education. There are many kinds of flowers and trees in different shapes on campus. Green grass, towering trees and flowers are really pleasing to the eye. The listing on flowers and trees and the green slogan on green grass are extremely valuable literacy resources. While enjoying the beautiful scenery of nature, students know the names of plants: osmanthus, cedar, wintersweet, holly ... "The grass is asleep, please don't wake it up", which is poetic, which not only makes students know the words, but also enables them to learn knowledge and cultivate their sentiments. In addition, a cultural atmosphere can be created in the family. Children spend most of their time in the family, and the family environment has a subtle influence on children. Usually, we should pay attention to guiding students to read in the family environment. It is very convenient to read in the environment of family life. For example, children like watching TV. Parents consciously guide their children to know the subtitles that often appear on TV, often ask questions and do a test. Read children's favorite pictorial, cards and books consciously. In short, use every possible opportunity to teach children to read. The key to creating a cultural environment is that parents should have such awareness. Second, read freely in life and expand the time and space of literacy. "Life is education." Children living in the information society deal with words all the time. Literacy must also be closely linked with students' social life. Use billboards, stop signs, store names, etc. Go to school. Things that students often see in their lives, such as advertisements, bus stop signs and store names, are contacted by students every day, but they often turn a blind eye. Guide students to take advantage of opportunities such as playing in the street and traveling to ask their parents what is written on the billboard. What's the name of that shop? Unconsciously, students not only know a lot of words, including some words that are not commonly used, but also enhance their living ability. Teachers seem to give guidance unintentionally, and casually mention it in class, so that students can learn from their own memories and classmates, and then actively accumulate themselves, and finally make new discoveries. In this process, they can taste the happiness of discovery and literacy. Students are interested in taking the initiative to care about these things they come into contact with every day, gradually develop the habit of active reading and expand their accumulation. Carrying out practical activities can guide students to a broader living space. For example, take students to the supermarket near the school. In the supermarket, students can be guided to read words freely against food and trademarks, and then they can read and communicate with each other, which also inspires why things in the supermarket should be placed like this. Let them know the classification knowledge. In this way, students can not only increase their cultural level, but also expand their knowledge in the supermarket. Let students read in relaxed and happy practical activities. Shortly after the first-year students entered school, I used my lunch break to listen to Andersen's fairy tales, Grimm's fairy tales and other stories, which brought them into a wonderful fairy tale world and aroused their strong desire to read. The class library has also become the source of students' literacy. In short, literacy teaching advocates literacy in situations, literacy in life, and literacy in children's existing experience and their own way. Outside the classroom, teachers should guide students to be literate people in daily life, recognize whatever words they see, and consciously exchange literacy achievements with their classmates. While teaching students literacy methods, teachers should pay attention to guiding discovery, so that children can gradually learn to read in their favorite ways or appropriate methods, and gradually cultivate students' interest in literacy. The famous educator Suhomlinski said: "Only when literacy becomes a vivid and wonderful life scene for children, full of vivid images, sounds and melodies, can the process of combining reading and writing become easier." The new curriculum standard points out: "Literacy teaching should take language factors familiar to children as the main materials and make full use of children's life experience". In fact, life is the background and stage of literacy. Life is the content of Chinese, and Chinese is the tool of life. So how to link literacy with life? First, create a literacy atmosphere in life and expand literacy channels. Improving classroom efficiency and guiding students to know and write Chinese characters well does not mean that the teaching task is successfully completed. Students have to go through the process of repeated memory before they can firmly remember it. If the words learned in class are not recognized and applied after class, they will be easily forgotten after a period of time. Only by allowing students to meet students frequently in a specific language environment can we improve students' literacy and correct use of words. A class is a home, and there are dozens of small masters in this home. Their names are all-encompassing in Chinese characters. In previous teaching, I found that some children could not write all the names of their classmates in the third and fourth grades. I think this is a good opportunity for freshmen to read after class. So, I first asked the children with more literacy in the class to send and receive notebooks, and I taught them names they didn't know. After several practical operations, they know the names of most students in the class. Then let other students in the class practice sending and receiving notebooks, count the number of people, find out who is missing, and help the children get familiar with the names of the class as soon as possible. Before long, they also knew the names of their classmates. Besides, there are many resources available in our campus. The class atmosphere in the classroom, famous sayings and aphorisms in the corridor, billboards on campus, slogans in the window and so on. It's all literacy material. You can use the opportunity of visiting the campus to make students literate. In this process, students not only remember new words, but also receive education. There are many kinds of flowers and trees in different shapes on campus. Green grass, towering trees and flowers are really pleasing to the eye. The listing on flowers and trees and the green slogan on green grass are extremely valuable literacy resources. While enjoying the beautiful scenery of nature, students know the names of plants: osmanthus, cedar, wintersweet, holly ... "The grass is asleep, please don't wake it up", which is poetic, which not only makes students know the words, but also enables them to learn knowledge and cultivate their sentiments. In addition, a cultural atmosphere can be created in the family. Children spend most of their time in the family, and the family environment has a subtle influence on children. Usually, we should pay attention to guiding students to read in the family environment. It is very convenient to read in the environment of family life. For example, children like watching TV. Parents consciously guide their children to know the subtitles that often appear on TV, often ask questions and do a test. Read children's favorite pictorial, cards and books consciously. In short, use every possible opportunity to teach children to read. The key to creating a cultural environment is that parents should have such awareness. Second, read freely in life and expand the time and space of literacy. "Life is education." Children living in the information society deal with words all the time. Literacy must also be closely linked with students' social life. Use billboards, stop signs, store names, etc. Go to school. Things that students often see in their lives, such as advertisements, bus stop signs and store names, are contacted by students every day, but they often turn a blind eye. Guide students to take advantage of opportunities such as playing in the street and traveling to ask their parents what is written on the billboard. What's the name of that shop? Unconsciously, students not only know a lot of words, including some words that are not commonly used, but also enhance their living ability. Teachers seem to give guidance unintentionally, and casually mention it in class, so that students can learn from their own memories and classmates, and then actively accumulate themselves, and finally make new discoveries. In this process, they can taste the happiness of discovery and literacy. Students are interested in taking the initiative to care about these things they come into contact with every day, gradually develop the habit of active reading and expand their accumulation. Carrying out practical activities can guide students to a broader living space. For example, take students to the supermarket near the school. In the supermarket, students can be guided to read words freely against food and trademarks, and then they can read and communicate with each other, which also inspires why things in the supermarket should be placed like this. Let them know the classification knowledge. In this way, students can not only increase their cultural level, but also expand their knowledge in the supermarket. Let students read in relaxed and happy practical activities. Shortly after the first-year students entered school, I used my lunch break to listen to Andersen's fairy tales, Grimm's fairy tales and other stories, which brought them into a wonderful fairy tale world and aroused their strong desire to read. The class library has also become the source of students' literacy. In short, literacy teaching advocates literacy in situations, literacy in life, and literacy in children's existing experience and their own way. Outside the classroom, teachers should guide students to be literate people in daily life, recognize whatever words they see, and consciously exchange literacy achievements with their classmates. While teaching students literacy methods, teachers should pay attention to guiding discovery, so that children can gradually learn to read in their favorite ways or appropriate methods, and gradually cultivate students' interest in literacy.