In order to help students develop good reading habits, broaden their horizons and improve their comprehensive quality, this paper discusses the cultivation of Chinese reading habits in the first grade of primary school, and puts forward specific reading teaching strategies, including stimulating reading interest, cultivating reading habits and improving reading quality.
Keywords: the first grade of primary school; Reading habits; Reading teaching;
Interest is the driving force of human progress. For the first-grade primary school students, there is not much literacy, so it is very difficult to read independently. At this time, it is particularly important to stimulate students' interest in reading. When students have a strong interest in reading, their reading ability will be improved. Good reading atmosphere is very helpful to improve students' reading interest.
First, stimulate interest in reading
In the process of primary school teaching, it is the focus of primary school Chinese reading teaching to guide students to become interested in reading learning at this stage. Teachers should be good at grasping the personality characteristics of first-year students, and on this basis, adopt various teaching methods to stimulate students' interest in learning and enhance their initiative in reading. In the classroom of reading teaching, teachers can create a lively teaching atmosphere for students, help students quickly enter the works, better understand the content described in the text, and stimulate students' interest in Chinese reading. For example, teachers can use multimedia courseware to play small videos related to the text for students, stimulate students' interest in learning, create articles with a real sense of picture for first-year students, strengthen their Chinese reading experience, deepen their understanding of the text content, and stimulate primary school students' interest in reading.
Teachers need to make rational use of Chinese teaching platform. There are a lot of illustrations in the Chinese textbooks of first-year students. Teachers can guide students to imagine the scene of the text through illustrations and stimulate students' imagination. They can also ask students to express and imagine articles through pictures, which can effectively stimulate students' interest in reading.
Second, cultivate reading habits.
Mr. Ye Shengtao once said that the ultimate goal of Chinese teaching is to enable students to learn by themselves. The formation of good reading habits will benefit students for life. Cultivating students' reading habits in Chinese teaching in the first grade of primary school can lay a foundation for their future study. The role of Chinese teachers is not only to teach students knowledge, but also to cultivate students' reading habits from an early age. The students' interest in reading was stimulated. At this time, students should know how to read, how to read, and teach them how to read. Only in this way can we maintain our interest in reading and play an indispensable role in promoting students to develop good reading habits.
Chinese reading in the first grade of primary school mainly includes two parts. The first part is the initial reading, which requires students to know and read an article by themselves with the help of Chinese Pinyin. The second part is reading, which requires understanding the content of the article under barrier-free reading, thinking deeply about the central connotation of the article during reading, and trying to figure it out carefully. To cultivate the habit of Chinese reading in senior one, we need to start from these two aspects. In the teaching of pinyin and new words, teachers should lay a good foundation for students, teach them how to use Chinese dictionaries, and then help them finish reading. Teachers need to help students find the correct reading methods, which can be roughly divided into reading aloud and reading silently. Teachers should make arrangements according to students' individual differences to help students overcome reading barriers. For example, teachers can let students choose to read aloud when they get up early in the morning, and improve their pronunciation and understanding ability by reading aloud. When they come into contact with an interesting Chinese book, they can choose to read silently to help students develop good reading habits.
Third, improve the quality of reading.
To improve the reading quality of the first-grade primary school students, we can start with reading methods and reading quantity, help students develop correct reading methods, read properly, adhere to students' subjectivity and improve reading quality.
On the one hand, teachers should cultivate students' thinking ability when reading. Teachers can ask relevant questions first and then guide students to read independently. The function of this question is to arouse students' curiosity, promote students' positive thinking, stimulate students' desire to explore, and guide students to think about the direction of the article. In this process, the teacher does not need to tell the students the answer, but let the students find the answer themselves. Finally, the teacher makes a summary so that students can ask questions freely and teachers can answer them, thus deepening students' understanding of the article and improving students' reading quality.
On the other hand, arrange students' reading reasonably. Teachers need to gradually increase reading according to the improvement of students' reading ability. For the first-grade primary school students, due to the limited ability to accumulate and understand Chinese characters, the reading content should be short and concise, and the content should be easy to understand. A large number of pictures can be inserted to ensure students' enthusiasm for reading. Teachers can make relevant reading plans for students according to their own conditions, and regularly recommend extracurricular reading materials that meet students' needs, such as Aesop's Fables and Andersen's Fairy Tales. Teachers can guide parents and students to read together, ensure a certain amount of reading every day, stimulate students' interest in reading and help students develop certain reading habits.
Four. conclusion
With the continuous improvement of national education, people pay more and more attention to reading, and the cultivation of reading habits plays an important role in students' future development. Primary school is the beginning of life. It is particularly important to cultivate students' good reading habits from the first grade of primary school, but students in the first grade of primary school can't finish reading independently. At this time, it is necessary for schools and families to effectively guide them to develop good reading habits from childhood, thus laying the foundation for their future development. Obstacles and Countermeasures of Pupils' Learning Chinese Pinyin
Chinese Pinyin plays an important role in Chinese teaching in primary schools, especially for freshmen, it is the basis of their literacy, writing and reading. However, students' pinyin learning situation is not satisfactory, and there are many problems in the learning process. What are the reasons for students' learning disabilities? What countermeasures should teachers take in teaching?
Keywords: Countermeasures for the Obstacles of Chinese Pinyin
Chinese Pinyin plays an important role for freshmen. It is the content that they study for the longest time (about one and a half months) after entering school. It is the "stepping stone" for them to study and the "golden key" for them to study. In the long-term low-level Chinese learning, the author found that the first-year students mainly have the following problems when learning Chinese Pinyin:
1. The second tone (rising tone) and the third tone (rising tone) of students' reading tone are not in place. The characteristics of Shangsheng are the lowest pitch and the longest tone, while some students have shorter reading tone and higher reading tone.
2. The pronunciation of flat tongue and sticky tongue is confusing, and the nasal sounds before and after are unclear, which leads to inaccurate reading.
3. Students have low resolution on initials and finals with similar shapes, such as B and D, T and F, P and Q, ei and ie, iu and ui.
4. Some whole syllables are difficult to master, such as Yuan, Yue, Yun and Ye, which are all spelled as general syllables.
After learning the spelling rules of J, Q, X and U, students only need to spell N, L and U, and save two points on U. ..
It is difficult to spell syllables with vowel ian. When spelling, the middle tone is often removed, and an is used directly, such as L-I-an, and students misspell lan.
7. When vowels iou, uei and uen are spelled with initials, they should be written as iu, ui and un, but many students still spell the letters in the middle. Another example is the vowel that begins with "I". If there is no initials before spelling, the word "I" should be capitalized. For example, "leaf" should be spelled "leaf" instead of "leaf" and so on.
There are many reasons for the above phenomenon. To sum up, there are roughly the following categories:
1. The influence of dialect environment
Ningbo belongs to the "Wu dialect area", and what students usually hear at home and in society is the authentic "Ningbo dialect". If they live in such a dialect environment for a long time, their auditory nerves will become familiar and fixed with the perception of this dialect. If they want to learn the correct pronunciation of Putonghua, their auditory nerves will often be slow and unable to distinguish the pronunciation accurately. This is one of the reasons why students still can't pronounce correctly although they are listening to the teacher's pronunciation repeatedly.
2. The influence of Pinyin itself
These obstacles mainly include:
(1) Chinese Pinyin is an abstract phonetic symbol, which is difficult to read, remember, confuse and forget. It is difficult for freshmen to learn initials, finals and tones in about a month and a half. They should not only spell syllables accurately, but also spell them at a certain speed.
(2) Pronunciation parts, such as "soft palate", "hard palate" and "gum", are rather abstruse, which is really difficult for primary school students to understand. Moreover, some pronunciation parts are not easy for students to observe, resulting in inaccurate pronunciation.
(3) The initials and finals are so similar that it is difficult for students to distinguish them. For example, the four initials, B, D, P and Q, have different pronunciations just because the position of the semicircle is different, and the position of the semicircle has no essential connection with the initials, so it is difficult for students to remember.
(4) Why are 16 syllables such as Yuan, Yue, Yun, Ye, etc. called "globally recognizable syllables"? What are the rules of this arrangement? These are too abstract and abstruse for primary school students to understand, so they can only rely on rote memorization, which affects the memory effect.
3. The influence of students' physiological and psychological characteristics
Because primary school students are "straight throat", breath control is not flexible enough, which leads to inaccurate tone control. Moreover, primary school students' perception of things is not fine enough, and it is easy to have low resolution on initials and finals with similar shapes, and they will lose the initials when spelling. Students' spelling difficulties are also related to visual memory defects, which make it difficult to remember the order of individual letters and letters in pinyin. They often reverse the order of letters in words, such as spelling "hui" as "hiu" and "tou" as "tuo".
4. The influence of teachers' classroom teaching
Some teachers are not accurate in their own Putonghua and their pronunciation is not in place, which will definitely affect students' learning quality. In teaching, students memorize letters mechanically, teachers demonstrate pronunciation, and students learn by reading. The teaching method is monotonous. After all, a book is a torment for the first-grade primary school students, which affects their attention in class. This is really "students learn passively and teachers have no choice but to teach".
So, what effective measures should teachers take to improve the efficiency of pinyin teaching? The author believes that we can start from the following aspects:
First, grasp the psychology, entertain and educate, and stimulate interest in learning
According to the research data, the stability of primary school students' attention can only last about 20 minutes for children aged 7- 10, which requires teachers to follow the psychological characteristics of primary school students and adopt various effective methods in class to skillfully focus students' attention on their own teaching content. Children's favorite forms such as "composing children's songs, solve riddles on the lanterns, playing games and comparing performances" enliven the classroom atmosphere and stimulate students' enthusiasm for learning Pinyin.
When teaching vowels "ai, ei, ui", the author designed three games: "Happy Turntable", "Relay Train" and "Postman Delivers Letters". When teaching students to read Pinyin, I adopt the way of "relay training" to let every student participate in it, get a preliminary understanding of their mastery and correct their pronunciation in time; Then, in the case of students reading, the author uses pinyin cards to let students play the game of "postman delivering letters"; In the review and consolidation stage, students are allowed to play the "Happy Wheel" game with multimedia. In this way, whenever students' attention is about to relax, the author designs a game to stimulate students' learning excitement and enthusiasm, forget their mental fatigue, and change "I want to learn" into "I want to learn". In this way, students have completed the task of pinyin teaching in a pleasant and relaxed atmosphere and mastered the correct pronunciation of the three vowels "ai, ei and ui".
In many years of teaching pinyin, the author found that when pinyin exists as a symbol alone, it is difficult for students to abstract memory, but once pinyin is put in a specific language environment and closely linked with students' familiar life, it can get twice the result with half the effort, and students can learn happily and remember easily. For example, in the course of "Knowing to Eat Real Day", some students always spell these syllables separately when reading, but the effect is not satisfactory after several changes. After class, the author reflected on his teaching methods: it seems that blindly adopting the method of teacher's demonstration reading and students' follow-up reading will inevitably be monotonous, so it is no wonder that the learning effect will be discounted. So I found another way, grasped the characteristics that junior students especially like to listen to stories, and made up a story: "zh is his mother, and I am his baby. One day, the mother took her baby shopping. The baby is naughty and fascinated by the wonderful world outside. She left her mother quietly and got lost. The baby couldn't find his mother and the way home, so he cried. Later, with the help of the police uncle, I finally found my mother. I hugged my mother tightly and said, mom, I want to be with you forever and never leave you again. " After listening to this story, the students all know that the whole syllable can't be spelled separately, and then by analogy, they naturally remember the "four words of Chishi Day".
It is irregular to read the last nine syllables (Yi Wu Yu Ye Yue Yun Yuan Yinying) as a whole, and many students can only learn by rote. Today, I finally remembered it and wrote it correctly, but after a while, I returned the knowledge to the teacher. This situation makes the author very headache. Later, I tried to change the syllable order and add the tone, and suddenly I was pleasantly surprised to find that it could become an interesting sentence "Y and Y ě n y y y ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ ǐ In order to enhance the teaching effect, I specially searched for a picture that matched this sentence and asked the students, "What is painted on the picture?" The student replied, "The ground is wet, as if it had rained. The night sky is dark, there is no moon and no clouds. " So I took the opportunity to show "Y: N: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y: Y. Y:y:y:y:y:y:y:y:y:y:y:y:y:y:y: Y: Y: Y: It can be seen that it is very effective for teachers to reasonably infiltrate relevant content into stories according to the needs of pinyin teaching, which can skillfully turn difficult into easy, stimulate students' interest in actively exploring knowledge, and thus strengthen pinyin teaching.
Second, let go skillfully, guide participation, and let the classroom move.
The new curriculum standard especially emphasizes that students should have the desire to learn actively, and emphasize that students should like and be interested in learning, and feel the fun of learning from it. In pinyin teaching, teachers should dare to let go, be good at guiding and digging, and children's desire for expression will be perfectly reflected. There are many pinyin letters with similar shapes, such as F-TB-DP-QN-ML-I-J and so on. In order to let students distinguish these letters and remember them correctly, the author asked students to observe the shapes of the letters and compose songs to help them remember them. Inspired by the teacher, the students' wisdom is everywhere, such as: "The handle of the umbrella is fff upward, the handle of the umbrella is ttt downward, a small door nnn, two small doors mmm, a small stick lll, and the stick has a point iii, and I have a tail jj." In this way, letters are given meaning, abstract symbols become concrete language, and confused letters are distinguished and remembered. At the same time, it trains students' thinking, enriches language accumulation, and more importantly, it gives students the opportunity to demonstrate in practice and enjoy the joy of success.
Pupils in lower grades are particularly lively and active. In view of this, teachers can encourage students to "dance" with their own limbs, gestures or objects in class, so that they can fully show themselves. When teaching Pinyin, the author inspires students to compile "Finger Practice of Chinese Pinyin" by themselves. Students give full play to their imagination and form a circle with their forefinger and thumb to represent "O"; Use curled index finger and curved thumb to represent "e" ... When teaching "B-DP-Q", the author asks students to use their brains to distinguish the two most confusing initials, so as to help them remember. I didn't expect so many sparks of wisdom to flash in the students' little heads, and so rich expressive force was contained in their little bodies! They form a circle with their forefinger and thumb, and their left and right palms cooperate to represent "bdpq" according to the different positions of the circle. These activities not only make students' brains analyze and synthesize from many aspects, but also stimulate students' learning excitement, so that students can study easily and happily, thus improving the efficiency of pinyin teaching.
Third, teaching methods, extrapolate, cultivate spelling ability
Pinyin teaching focuses on mastering syllables. In teaching, teachers should pay attention to teaching students to master the rules of phonetic formation and the methods of pinyin, so as to master the learning methods. The whole syllable consists of vowels. Therefore, we should start with the whole syllable and analyze the teaching in different parts to avoid students swallowing dates raw and memorizing them by rote. The earliest syllable spelling in the text is the third lesson "Ba", so this lesson can also be called "the beginning of syllable spelling". In teaching, the author first guides students to understand the phonetic method chart (the little girl is pushing a card), and finally demonstrates that the initial "B" and the vowel "A" collide to form the syllable "ba". Then listen to the teacher read aloud and realize the pronunciation method of two phonetic syllables: "The first sound is light and short, then the second sound is heavy, and the two sounds are very connected." Then, the students practice spelling and experience spelling methods. When teaching Sanyinyin Festival, we can adopt the method of "Sanyinyin, remember it well, and don't lose the intermediate sound", so as to turn abstraction into concreteness and turn difficulty into ease. At the same time, teachers should skillfully and reasonably use the teaching materials, and the new curriculum teaching materials are illustrated with pictures and texts, and the situation map with beautiful artistic conception is arranged in the teaching materials to effectively integrate the learning content. Teachers should make full use of pictures to teach students the essentials of pinyin, and use continuous reading and comparative analogy to master direct calling skills, so as to speed up spelling and improve pinyin efficiency. At the same time, combined with the spelling exercises of phrases, sentences and children's songs appearing in textbooks, the ability to spell syllables is formed.
Fourth, create an atmosphere, consolidate the application and improve the spelling ability.
It is impossible to learn Pinyin in a month or so, so you must practice it frequently and consolidate it for a long time. Teachers should try their best to create a good environment for students to learn pinyin. Can guide students to spell school supplies and daily necessities, and can spell the names of classmates and family members. At ordinary times, students should be encouraged to read more tenders after class, exchange and select "reading pacesetter" every week, improve students' pinyin ability, enrich extracurricular knowledge and accumulate vocabulary. On the basis of reading, students can also be trained in spelling. Students can be instructed to keep a diary of one or two sentences every day. Words that can't be written can be replaced by syllables, and small red flowers can be rewarded for good writing. In teaching, the author requires students to read extracurricular books every day, and requires each student to prepare a special notebook called "honey book" to record the wonderful words and phrases encountered in the reading process; Write a picture composition every week. In this way, reading and writing training is not only conducive to the consolidation and application of pinyin knowledge, but also allows students to know some Chinese characters while learning pinyin. Combining learning Pinyin, understanding Chinese characters and developing language not only increases interest, but also gains a sense of accomplishment as soon as possible, thus cultivating students' comprehensive Chinese literacy.