First, the focus is prominent, and the interest and practicality are combined.
In teaching, the author focuses on two aspects of literacy: on the one hand, in order to pursue the interest in the process of literacy, he usually adopts various forms, organically combines methods such as adding radicals, changing radicals, and spelling new words, and sometimes instructs students to make up riddles, children's songs, stories and other methods to recognize words. On the other hand, I can grasp the key points, break through the difficulties and improve the teaching effect of literacy according to the difficulty of new words in each text.
Case-Two Birds' Eggs
Paragraph 1: (Guide reading and recognize new words)
1. Show the magic weapon of learning the text (read the text first to find new words, read the pinyin correctly, try to remember new words, and write new words completely. After that, students read the text by themselves and the new words at the same table.
2. Check the learning (reading) effect in various forms.
Words with pinyin-words with pinyin-words without pinyin-only new words are left.
The little teacher takes the reading, drives the train to read in pairs, picks fruits, reads cards silently, drives the train with cards, etc.
Part II: (Try to remember new words ── I am a literacy expert)
Teacher: Excuse me, students, what methods can we use when we are literate?
Student: (familiar words) How to change radicals and remember new words (change them)
Student: (Familiar words) Memorize new words by adding radicals (plus one).
Health: You can remember new words (actions) by adding actions.
Student: Memorize life and remember new words (life literacy)
Teacher: Please discuss in groups. How do you want to remember the following words?
After the group discussion, the teacher showed the words "take, egg, hold, light, cold and nothing".
Health: I remember the word "take" with one plus one. Left ear+right ear, together, is take.
Health: I often eat eggs, so I recognize the word "egg" as soon as I see it
……
Part III: Check the reading effect. (I can read)
1. Read this article in groups of four (new words are hidden in the article)
2. Personal reading
3. Read the text and try to read the article smoothly;
4. Read the text again (without pinyin) and read it accurately and fluently. ...
case analysis
Teacher Cui Luan speaks very well and learns new words. After the first meeting, students have a first impression of the words they want to know, and then they should take various ways to reproduce them in class and review and consolidate them immediately. The above three teaching clips better reflect this requirement of Mr. Cui Luan. The author can use interesting teaching methods to guide students to read independently, so the teaching effect is very good.
In clips 1 and 3, the author mainly adopts various forms such as taking words and characters with pinyin, removing them, disrupting the order, sending them back to the text (removing pinyin), and putting new words in the main content to consolidate pronunciation. In addition, if words are consolidated in the language environment, the effect will be better. Practice tells us that repetition is the best way for students to remember and consolidate new words. Reading psychology also believes that reading is not a simple passive acceptance process, but a process in which the reading subject actively participates. In teaching, we should use a variety of teaching methods, take various forms to read the text repeatedly, read in a language environment, and encourage students to participate in activities with multiple senses.
In literacy, the author attaches great importance to the combination of sound (pronunciation) and form (trying to remember). In the teaching of segment 2, the author has a new understanding of the process of students' understanding of new words-children's understanding of new words has to go through a stage from vague to clear, that is, first remember the general outline of words (overall recognition), and then gradually strengthen their memory through repeated recognition and reading. Seeking knowledge is not necessarily a very accurate memory. If you can guess the words after seeing them, you can also let students read them through repeated recognition in teaching, which is also a good teaching method. According to the arrangement of the new textbook system, there are more than a dozen words required to be known in each class (nearly 2000 in grade two), which gives us an inspiration-we should pay attention to strategies in memorizing new words: highlight key points, grasp words that are difficult to read, easy to make mistakes and easy to remember, and guide students to remember. If every word is analyzed word by word, it is obviously a heavy task for students to find their own literacy methods, because the text should not only be literate, but also learn the text. For a few low-frequency Chinese characters, there are radical and component effects, which need to be strengthened. The memorization and extraction of high-frequency Chinese characters emphasize the overall memory of "overall input" and "overall output". The above fragment 2 pursues fun, making the literacy process more interesting and learning more involved. As for the rest of the words in this lesson, students can finish memorizing them after class, let them find them in their spare time, and share their findings with their deskmates and family.
Second, the vision is broad and the combination of in-class and out-of-class is combined.
If Chinese teaching is a bottle, then literacy teaching is a bottleneck. There are still many teachers who only focus on textbook literacy and rack their brains. In teaching, the author walks on two legs: the teaching materials in class are the main ones, supplemented by extracurricular opening. In the process of mastering new words in textbooks, we should extend our horizons and eyes to life, so that students can know words in life and be the masters of life.
I remember when I was teaching In the Shopping Mall, I consciously asked students to collect and understand the names of food or packaging bags before class, and let them cut and paste their achievements on cardboard. In class, students have a warm exchange.
situation
As the bell rang, a unique "literacy activity class" began. The activity theme "Know the name of the food around you" appears on the blackboard. The students exchanged views with great interest.
Teacher: Children, the other day, we all went to the community and shopping malls to collect the names of the food around us. Where have you been?
Health 1: I have been to Baijia Shopping Mall;
Health 2: I went to Wal-Mart;
Health 3: My mother took me to Jusco;
Health 4: I have been to Meijia Shopping Mall. ...
Where the students say, the teacher will randomly show the courseware prepared before class for the students to read.
Teacher: What information have you collected? Show it to everyone.
The student proudly raised the card in his hand.
Teacher: In order to let your friends share your harvest, let's have a group exchange!
Health: OK.
Students communicate in groups, and teachers patrol and coach.
Wu Junhao holds an illustrated cardboard in his hand, which is quite distinctive. So the author immediately asked him to go out and introduce it to everyone.
Wu: (imitating the teacher's accent) Please read after me. Chocolate, Gordon bread and milk are partners. ...
Subsequently, several students came to the stage to introduce. After class, the author also posted the card board on the wall newspaper, and the classroom became a place to read.
From now on, every once in a while, around the theme of the text, let students collect relevant shoes, clothes, advertising trademarks, titles, etc. And it is also brought to the classroom for communication and display through editing. Literacy is integrated with life, making it easier, more interesting and more efficient.
case analysis
Chinese is a practical course, and learning resources and practical opportunities are everywhere. In literacy teaching, we should broaden our horizons and guide students to communicate in and out of class. Do a combination of in-class and out-of-class activities. Practice has proved that to truly solve the problem of literacy, we must look at literacy from the perspective of textbooks, teaching materials and classrooms. We should pay attention to setting up literacy classes for students, guide students to a broad living space, and provide students with various channels for learning Chinese. Really promote extracurricular activities in class, extracurricular activities promote extracurricular activities.
Third, the purpose is clear, reading and writing are combined.
One of the most prominent changes in the current textbook arrangement is that literacy teaching has changed from the original "synchronization of recognition and writing" to "separation of recognition and writing, more recognition and less writing". The purpose of this is to "speed up literacy" and let primary school students enter the Chinese character reading stage as soon as possible.
According to the arrangement of curriculum standards, literacy is the main problem in the lower grades of primary school, reading is the main problem in the middle grades of primary school, and reading and homework are the main problems in the upper grades of primary school. The ultimate goal of literacy is reading and writing. Therefore, arranging a lot of literacy in the lower grades is the guarantee of a lot of reading. Because of the large amount of literacy, it is possible to read a lot, and a lot of reading can express high quality. According to the statistics of Modern Chinese Frequency Dictionary, the word 100 with the highest frequency can cover 47.2 1% of modern books, newspapers and magazines, 9 1.37% and 24 18%. In the textbook of specimen experiment published by People's Education Press, the first volume of Senior One arranges 400 words with the highest frequency, which can cover more than 50%. By the second volume of Grade Two, I had learned 1800 common words, with a coverage rate of over 90%. The best time for children to learn to write is 6- 12 years old. )
In teaching, the author is very clear about the purpose of textbook arrangement. At the same time of literacy, the author attaches great importance to putting the learned knowledge into a certain language environment, organically combining the teaching of words, phrases and sentences, and creating opportunities for students to practice and apply new knowledge in time after teaching. Use the words you have learned as often as possible in reading and writing, which is an important way to review and consolidate new words. If you use it too much and use it well, you can be "complete".
Case ── Lotus Leaf Circle
……
Teacher: The students are really nice. Remember the new words at once, baby. Smile, really naughty! New words friends come to play! If it works, you remember!
The teacher shows the text words: lotus leaf, water drop, cradle, shiny, apron, transparent, wings, squatting, smiling.
Students Reading Together ── Group Reading on the Train ── Evaluation
Teacher: These new words are hidden in the following paragraph. Please read it carefully!
The sun shone gently on the lawn through the trees. Several little dragonflies are covered with crystal dew, and they are resting on the leaves. On the lawn, there is a young mother squatting beside the baby's cradle, holding a green lotus leaf in her hand and laughing with her child. Ah, what a beautiful morning!
case analysis
Literacy in the true sense is to let students do it independently in a specific language environment as soon as possible. Reading this passage in the case carefully is not only to consolidate literacy, but also to read. What is impressive in this case is that the author helps students consolidate their literacy by guiding extracurricular reading.
In order to enable students to effectively consolidate the new words they have learned, the author often holds reading competitions and story-telling competitions in class. Build a stage for students to read consciously after class. At the same time, timely recommend extracurricular reading materials (especially pinyin version), such as good habit stories, story kings, fable stories, idiom stories and so on. In this way, children can not only read with pinyin, but also consolidate new words and Chinese pinyin, which can be described as killing two birds with one stone. After two years of practice, most students have easily achieved the literacy goal of the first phase of 1800 words, and many students' literacy has greatly exceeded this goal.
Early literacy, multiple literacy and synchronous reading are the bottlenecks for students to enter reading. Therefore, we should scientifically understand the close relationship between literacy and reading. They are closely related and a harmonious unity. A large number of literacy, synchronous extracurricular reading, and truly apply what you have learned. The progress of Chinese learning in class will be much faster.
Fourth, the implementation difficulties, reading and writing combination
In literacy teaching, the most difficult task to grasp and implement is to guide students to write. Therefore, the teacher's guidance on writing is invalid. There are many reasons for this situation, among which the author believes that the most critical is that teachers downplay the requirements for writing, pay insufficient attention to the guidance of writing, lack guidance in class, lack of standardization of writing, and even some teachers squeeze writing out of the classroom. In recent years, the author is willing to grasp the process of literacy, put the difficulty of writing in place, and achieve the organic combination of literacy and writing, so the effect of literacy and writing is good.
situation
……
Enter the writing session: first show two new words (short and hot)
Teacher: Look at the words on the blackboard. What did you find?
Health: I found that "short" is a left-right structure, with narrow left and wide right;
Teacher: What is the structure of this word? Health: Left and right structure. Teacher: Good. Anything else?
Health: I found that the horizontal line in my mouth was tied;
Teacher: Please look at "hot". What did you find? (Instructed by the teacher)
Health: upper and lower structure,
Teacher's summary: Pay attention to the structure and line when observing words, so as to write the words well.
After the old teacher finished writing, the students were empty.
When the book is empty, draw one and write another.
Patrol, show comments.
case analysis
In this case, the author can, according to the characteristics of the lower grades, let the students make an overall observation first, and guide them to find out ── on this basis, the teacher reminds them to summarize ── after the old teacher writes, the students' books are empty ── draw red, write, and finally patrol, show and modify. In this process, through careful observation, we can understand the structure of the bookshelf, train students' observation ability, and remember the order of strokes and fonts. It can be said that it promotes the development of students' observation, thinking, memory and imagination. So that writing teaching can be implemented.
Conclusion: Practice tells us that as long as we implement the literacy teaching concept of "recognizing more, writing less and reading early", take the focus of literacy teaching as an important breakthrough to improve the quality of literacy teaching in an all-round way, combine the characteristics of students' grades, give full play to students' initiative and connect with students' life accumulation, we will surely ignite the "spark" of students' literacy in teaching, and the efficiency of literacy teaching in lower grades will naturally be greatly improved.