I. teaching material analysis

The first volume of the textbook includes four parts: entrance education, Chinese pinyin, literacy and text. There are four pictures in entrance education to teach students to love school and learning. The lesson 13 of Chinese Pinyin is divided into four groups for the convenience of consolidation, and a review is arranged after each group. The book "Literacy" consists of 8 lessons, which are arranged twice, with 4 lessons each time, and they are grouped independently. There are 20 lessons in the text book, with 5 lessons as a group and 4 groups. In order to review and consolidate the knowledge learned, it is necessary to cultivate Chinese ability, and there are exercises after literacy and text. Arrange a "Chinese Garden" after each group of "literacy" or each group of "texts". An "oral communication" is arranged at the back of each garden to train students' listening and speaking ability. There are two word lists at the back of this book. "Glossary (1)" is required to know 400 words, and "Glossary (2)" is required to write 100 words. There are also many beautiful pictures arranged in the textbook. Pictures are an important part of teaching materials and are extremely important for first-year students.

The second volume of the textbook is organized by thematic units, and the content of the textbook is organized in a comprehensive way. Eight topics, divided into eight groups: colorful spring, family life, environmental protection, happy summer, finding ways, how happy our life is, we all have good quality and interesting natural science. These eight topics are close to children's lives, reflect the characteristics of the times and contain educational value. Moreover, the connotation of each topic is relatively broad, avoiding the limitations of the content of the textbook. Each group of textbooks combines Chinese knowledge, ability, methods, habits, emotions, attitudes and values, which reflects the overall improvement of Chinese literacy. Each group includes 1 class "Literacy", 4-5 texts, 1 "China Gardens". All the parts are interrelated and form an organic whole. There are various forms of literacy classes, including four-character rhymes, new three-character classics, antithetical songs, children's songs, riddles, quantitative phrase rhymes, proverbs and so on.

There are 34 required texts (including two comic books) in the next volume, with rich and colorful contents. The "Chinese Garden" has a brand-new look, including four columns: My Discovery-encouraging students to explore and discover, and guiding students to master learning methods, mainly literacy methods; Accumulate over time-guide students to accumulate good words and excellent paragraphs; Oral communication-contact with special topics to cultivate oral communication ability in two-way communication; Exhibition platform-a stage for students to show what they have learned, especially after class. There are five selected articles after the eight groups of textbooks. Finally, there are two lists of new words. (literacy requirements table 1, writing requirements table 2).

The arrangement of Chinese characters in the next textbook will continue to follow the principle of separation of recognition and writing, and more recognition and less writing. The book requires you to know 550 common words. You can write 250 words you know in this lesson or before. The words you need to know and the words you need to write are marked in the exercise. In addition, a small number of words are arranged in the language garden.

Second, teaching suggestions

(A) on the entrance education

Entrance education includes four pictures, the themes of which are "Welcome new students", "Happy learning Chinese" and "Good reading and writing habits". This part of the content can help students get a preliminary understanding of some aspects of school life, feel the fun of learning life and Chinese learning, get a preliminary understanding of reading and writing posture and writing methods, and lay a good foundation for developing good reading and writing habits in the future.

These pictures provide students with materials to observe and tell, and can guide students to observe the pictures and tell their feelings. In addition, according to the different actual conditions of each school, the observation pictures are combined with the observation of the campus to guide students to know the campus and learn the preliminary school routine. It is very important to guide reading and writing posture and start training, which can guide students to imitate pictures and practice. In the long-term teaching activities, we should always attach great importance to the education of forming good study habits.

(B) About Chinese Pinyin

1. Learn Pinyin in context, and cultivate observation and language expression ability.

Make full use of illustrations, and organically combine observing pictures, learning letters and syllables, and oral English training. Conduct observation, language training and ideological education.

2. Observe the scene map, recognize syllables and words, and use them to speak, thus consolidating words in speaking.

3. Learn Pinyin through discovery, and experience the fun of independence, cooperation and research.

(1) Find the shape of the letter in the picture.

The letter teaching of Chinese Pinyin textbooks is accompanied by illustrations, which indicate the shape and posture of things or the sound of letters or the shape of letters. During the teaching, students observe the pictures, talk about the people and things in the pictures, and draw the letters learned in this lesson. After reading the letters, we should make full use of illustrations to guide students to find out which part of the picture is similar to the shape of the letters, so as to establish the sound-shape relationship. For example, when students see "ü", they will think of the fish with its tail sticking up and foaming, which will help them remember the sound and shape of letters.

(2) It is found that j q x and U are omitted.

In the article, there is a cartoon next to a group of syllables spelled by j q x and ü: Little "ü" touches j q x, reaches out his little hand and takes off his hat to salute. In teaching, students can be guided to read this set of syllables, find out what changes have taken place after the combination, and then carefully observe the pictures next to them to understand why two points are missing. Ask the students to make up their own jingles: When little "ü" meets j q x, take off your hat and pay tribute. Thus, the two-point ellipsis law in j q x and ü spelling is revealed.

(3) Discover the combination rules of nasal vowels, and memorize the grapheme by pronunciation according to the rules.

Nasal vowel "an en in un ün" Lesson 1: Before learning letters, guide students to find an "n" behind them; Consists of a single vowel and "n" After the teacher demonstrates pronunciation, guide the students to find the change of mouth shape and the same pronunciation method as vowels. It is precisely because the learning rules and methods of this class can be transferred from vowels that teachers can let students learn independently in the form of group cooperation.

4. In the game middle school, in the play middle school, experience the happiness of learning.

In addition to memorizing and consolidating letters by composing songs and singing jingles, we can also design some game forms to review the syllables of consolidated letters. Such as: fun children's songs, posing, watching, labeling, looking for a letter home and other games to learn to consolidate pinyin.

(3) About reading and writing ability

There are 950 words in the first and second volumes, 400 in the first volume and 550 in the second volume. It is required to write 350 words, including 100 words in the first volume and 250 words in the second volume.

1. Accurately grasp literacy requirements.

(1) Recognize more and write less, expand the literacy of new school children, and enter the Chinese character reading stage early. Teachers should not put too high demands on literacy, mainly through various forms of repeated meetings, so that children can master fonts as a whole and review and consolidate literacy through a lot of reading.

(2) We should acknowledge the differences among students, and don't excessively pursue openness, clear classes and everyone. There are more than a dozen new words in a text, so you don't have to pass them all before learning the next one. We should realize that learning Chinese characters is a repetitive and long-term process. Teachers should create various ways and means to increase students' chances of understanding Chinese characters and strengthen the reproduction and consolidation of Chinese characters. I believe all the students will successfully complete their literacy task in the end.

2. Encourage students to read in the way they like.

Encourage students to use the law of memory, find the connection between new knowledge and old knowledge, and use literacy methods appropriately. Students' learning styles are different, so teachers should encourage students to know Chinese characters as soon as possible by their favorite and customary methods.

3. Mobilize students' literacy accumulation and guide students to read in life.

Students should be encouraged to take the initiative to read and read independently, relying on the relevant contents in textbooks, such as recognizing surnames, characters on various signs, characters on TV broadcasts, etc., to encourage students to read in life, to make life a big stage for literacy, to make use of the favorable conditions in students' lives, to form students' strong interest in literacy, and to provide students with opportunities for extracurricular communication and literacy.

4. Literacy in the language environment, so that words can not be separated from words, words can not be separated from sentences, sentences can not be separated from the text.

We don't object to the method of memorizing Chinese characters with separate new word cards, but we suggest that students' new word cards should not be used as a yardstick to measure whether students master new words. If it can be understood in the language environment, the requirement of reading and writing ability will be recognized. Teachers should consciously provide students with rich language materials, so that students can consolidate their literacy in different contexts.

5. In the process of literacy, appropriate infiltration of literacy knowledge and literacy methods, cultivate the ability of independent literacy. For example, knowing the most common radicals combined with the study of Chinese characters can also guide students to learn by adding one or subtracting one from the familiar words. Can design various activities, such as word games, reading competitions, etc. Let the children know Chinese characters from this class to other language environments through repeated meetings with Chinese characters. We should advocate students' life literacy and pay attention to providing students with opportunities to exchange their extracurricular literacy and achievements.

6. Writing teaching needs to pay attention to:

(1) In the initial stage of senior one, lay a solid foundation for writing.

Teachers should give detailed instructions on the basic strokes and stroke order rules of writing, and require every word and stroke to be written as well as possible. Writing instruction must be meticulous, and the teacher can demonstrate writing on the blackboard while guiding. Practicing calligraphy is important. There must be quantitative and qualitative requirements. Follow the writing rules and guide students to write typical words well.

(2) Let students write in each class, and don't concentrate on completing the writing task in one class.

(3) Pay attention to developing good writing habits. For example, let students see the font clearly before they start writing; Write neatly and try not to use an eraser.

In addition, writing exercises should be flexible, and it is not necessary to put forward the same homework requirements for every student. If you think it's good, you can write a few less; If you are not satisfied with your writing, write more; If you want to write another word, you can write more. As long as certain quality requirements can be met, students should have the right to choose homework.

(D) On reading teaching

In reading teaching, we should firmly grasp the following four requirements.

1. Strengthen reading and writing ability.

This is an important task that cannot be ignored. In reading teaching, we should firmly grasp the key points of literacy teaching in lower grades, help students remember new words and do a good job in writing guidance.

2. Read the text well.

(1) Pay attention to the instruction of reading aloud.

We should give students the right to read, fully trust students to read texts, and let students learn to read in their own reading practice. Guide students to feel, experience and think about themselves as characters in the text. Reading aloud should reflect hierarchy, and each reading aloud should have different requirements. There are various forms of reading aloud, such as group reading, individual reading, group reading, guiding reading, opposite reading, role reading, dubbing pictures, reading aloud to friends and so on.

Students should be guided to understand their feelings on the basis of correct and fluent reading. This kind of feeling is not imposed on students by the teacher, but in the process of reading under the guidance of the teacher, students are complacent in since the enlightenment and "feel the pleasure of reading" by reading aloud.

In addition, we should attach importance to the role of demonstration reading, avoid monotonous technical guidance in teaching, and give full play to the demonstration role when encountering long sentences or sentences that students are not easy to read well.

(2) Give students time to exchange reading experience.

When communicating, we should respect students' emotional experience and individual feelings. Students often have different feelings about the same text or the same character. As long as there are no directional errors, teachers should respect students' unique feelings. In teaching, students should be encouraged to express their views and opinions boldly, reflecting the individualization and diversification of aesthetic value, which is conducive to mobilizing students' learning enthusiasm and activating their thinking.

3. Pay attention to language accumulation.

By reading aloud and reciting, we can accumulate good words and sentences and good chapters.

4. Pay attention to cultivating and improving students' reading ability.

Reading teaching is not only to understand the text content, but also to cultivate and improve students' reading ability. Questions in classroom teaching must be carefully designed: first, we should expand the coverage of questions and reduce the number of questions; Second, efforts should be made to change the content, methods and angles of questions, and the questions raised should be of thinking value.

According to the characteristics of junior students' liveliness and strong imitation ability, students can fully "move" when learning the text, imitate the demeanor and action performance of the characters in the text, and improve their ability to accurately grasp the key words.

In addition, teachers should pay attention to the guidance of extracurricular reading. Guide students to choose good reading materials and provide students with opportunities to exchange extracurricular reading results. This is also an important way to consolidate the achievements of literacy.

(5) About after-school exercises and China gardens.

After-class exercises and topics in Chinese Garden should be completed by students independently, and some topics should be promoted for cooperation and mutual communication. In the process of students doing problems, teachers should pay attention to individual counseling, find common problems and give targeted guidance. Teachers should encourage independent thinking, guide discovery, draw inferences from others, and form abilities when they carry out after-class exercises and teach China gardens.

(6) About oral communication

1. In oral communication teaching, we should pay attention to creating situations to introduce topics and stimulate students' communicative interest. In the process of communication, teachers should actively participate in students' communication, influence and guide students with their own language, standardize the communication process, and form effective interaction between teachers and students.

2. Teachers should also be good at discovering wonderful language full of childlike interest in students' communication, affirming and praising it in time, so that students can feel the joy of communication and the joy of success.

3. Oral communication class should pay full attention to students' language, reflecting the training process from speaking less to speaking more, never talking about speaking, and paying attention to cultivating good language habits.

In addition to special oral communication classes, we should pay attention to improving students' oral communication ability in daily teaching and guide students to communicate actively and boldly in daily life.