Spring is just right, and the breeze is not dry. In this season when peach blossoms are in full bloom and magnolia flowers are fragrant, our first-grade Chinese group has ushered in an ideal classroom display activity this semester. In this activity, I taught the second volume of the first-grade literacy class, Children's Songs for Animals, which is a nursery rhyme about small animals, and introduced the living habits of six common small animals to children through nursery rhymes.
This article is the text of the literacy unit. The focus of the literacy unit is to guide children to read and write by reading nursery rhymes and nursery rhymes. Through the understanding of nursery rhymes, children can feel the magic and interest of the animal world, stimulate their interest in learning and have a desire to observe nature. So I put literacy, writing and reading aloud as the teaching focus of this class.
? At the beginning of the class, I used pictures to import. By looking at the pictures and talking, I let the students look at the illustrations in the text first, and then say, "Who do I see?" These small animals are common animals in children's lives. When they see pictures, they have a desire to speak, and they all strive to raise their hands to speak. With perceptual knowledge, let everyone read children's songs freely, find out which small animals are introduced in the text and draw them with horizontal lines. The names of these small animals are just the new words that this paper requires to know, so they are naturally introduced into the literacy teaching of this class.
By means of classified memory, I grouped all the babies with the new words next to the bugs. After reading aloud in various forms, let the students communicate in groups: "What did you find?" Some careful children find that these new words have the same characteristics. The names of dragonflies, butterflies, spiders, earthworms, tadpoles and ants all have the word "worm" on the left, and their pronunciations are related to the right half. I summed it up in time. Words like this are called pictophonetic characters, and there are many such words in life. We can use the laws of pictophonetic characters to remember, which is also a good literacy method. Then I listed some examples to help children master the memory of pictophonetic characters.
Another key point of the whole class is to constantly encourage students to read aloud and learn more about the living habits of small animals through repeated reading. There are also various forms of reading aloud, such as picking students to read aloud, clapping hands to read aloud rhythmically, reading aloud in action, and reading aloud in the form of I ask you to answer. Such various forms of reading are very attractive to children, so their attention is also very concentrated. Finally, I asked the students to sing children's songs accompanied by the children's song "Little Star", which was my first attempt in class. Unexpectedly, the enthusiasm of the students was unusually high, which pushed the class to a climax. Besides, I also pay attention to oral practice. I asked the children to practice writing in class and imitate "Who is doing what where?" Say a little animal you like, and the children have different opinions, and the effect is good.
Although we have made full preparations before class, there are still some shortcomings in the actual teaching process, leaving some regrets.
In the teaching process of this course, because the previous literacy teaching wasted time, time was not enough, writing time was too little, and guidance was not detailed enough. In addition, in this class, although I have been devoted to the class with full enthusiasm, I still lack reading full of voice and emotion. My teaching language is relatively dull, and I can't communicate with my children in naive language. In the future teaching, we should pay attention to it and try to correct it.