Literacy teaching is the basis of Chinese teaching in primary schools. If you want to study, you must create the necessary preconditions through literacy; If you read widely, you must read a lot; When writing an article, we must learn to use words and learn to make sentences with words on the basis of literacy. Therefore, literacy teaching is extremely important in Chinese teaching. "Chinese Curriculum Standard" puts forward that students "like learning Chinese characters and have the desire of active literacy", "actively advocate independent, cooperative and inquiry learning methods and advocate that students are the main body of learning and development". Therefore, in literacy teaching, we must pay attention to students' individual differences and learning needs, care for students' curiosity and thirst for knowledge, fully stimulate students' independent, active and positive literacy awareness, and make teachers' guiding literacy and students' independent literacy develop harmoniously.

First, to stimulate students' interest in literacy

"Chinese Curriculum Standard" points out that "Chinese teaching should stimulate students' interest in learning" and make students "have a strong interest in learning Chinese characters". Let students be constantly attracted by fresh stimuli in game middle schools, activity middle schools and situational middle schools, turn boring literacy into happy literacy, and increase the interest, participation and acceptability of literacy. Start with mobilizing students' interest in literacy and carry out various activities. Make full use of word strings, nursery rhymes, couplets, stories, etc. In teaching materials, lively multimedia and other forms are added to stimulate children's interest in literacy and guide them to read in a language environment. Let students' interest persist, let pure interest become a psychological satisfaction of students, and form the internal motivation of learning.

Second, the methods of teaching students to read

Teachers' guidance on students' learning is very important, especially for junior high school students' literacy. Students always study according to their own learning methods. Therefore, the guidance of teachers plays a directional role. It can be seen that literacy teaching is not only to let students master a few Chinese characters, but more importantly, to teach students literacy methods while teaching literacy, and constantly improve their literacy ability, so that they can actively acquire and use the regular knowledge of Chinese characters, thus successfully completing the process of analyzing and synthesizing Chinese characters, making this process more perfect and simplified, and contributing to the improvement of literacy teaching quality. Commonly used methods are:

(1) Memorize glyphs with basic words. Students have mastered a certain number of independent words, and take these simple and easy-to-remember independent words as basic words, and use the methods of addition, subtraction or combination of basic words to help students remember glyphs. For example, the sum of "day" plus "eye" minus "day", "day" and "month" is "Ming".

(2) Using the changes of radicals to memorize glyphs. Many words can become another new word by adding, removing or changing radicals. Teachers can classify the words they have learned and let students tell how one word is obtained by adding, subtracting or changing the radical of another word, so as to fully explore the transfer and association functions in students' minds. For example, the word "line" and "left" are removed next to the word "Jing" and "Sun", the word "sitting" and "floating" are removed, and the word "wind" is replaced by water.

(3) Using the characteristics of pictophonetic characters to memorize glyphs. A considerable number of Chinese characters are pictophonetic characters, with radicals indicating meaning and phonetic symbols beside them. This feature of pictophonetic characters can effectively help students understand and remember glyphs. For example, "evasion" is the evasion of dragonflies, so it is pronounced beside and to the right of the word "worm", and the whole word is also pronounced as "qρng". Thinking and explaining from this angle, students will basically not forget anything.

(4) Memorize glyphs with vivid and interesting stories. There are some words, teachers can grasp the characteristics of glyphs and make up short stories, so that students can unconsciously keep the glyphs in their minds forever in a relaxed and happy atmosphere when listening to the stories. For example, when teaching the word "swim", you can tell students that there must be water (next to the three-point water) when swimming, and the swimming pool is generally square (with the word "square" in the middle). Children must pay attention to safety (children) when swimming and must be accompanied by adults (people).

(5) Memorize glyphs by using the characteristics of hieroglyphs. The words "mountain, stone, field, soil, well" in the textbook are all evolved from ancient hieroglyphics, and these words have many similarities with physical objects, so students should observe the pictures of physical objects or physical objects before identifying them.

Words with similar shapes but different shapes, such as "bubble, hug and cannon", are called "sister words" by students. There are many such phenomena in Chinese characters, and changing radicals has become the main way for students to remember new words. When learning "Cang", they will compare "grab" with "gun"; Learn "Tan" and they will think of "Dan". I figured out the relationship between glyphs, so it was much easier to learn, and I also reviewed the words I had learned before at random.

(6) Literacy, knowing its meaning and remembering its shape. Children don't know what knowing is, but they think it's really interesting. For example, "crooked" and "crooked", students observe carefully to see if there are any special findings. There is a "no" above the word "crooked" and a "positive" below it. Since it is "crooked", it is certainly crooked! "For this kind of special words, students understand its meaning and quickly remember its shape.

In practice, students form the habit of finding the best way to read and give them the initiative. When they think about all kinds of ingenious methods wholeheartedly, literacy teaching not only becomes easy but also full of fun and happiness!

Third, let students read in life.

Literacy teaching must be closely linked with students' lives, so that students can enjoy learning in extensive, vivid and interesting activities and improve their literacy ability. According to children's cognitive rules, the first words that children know are most closely related to their daily life, such as "father, mother and me". Therefore, we can start with students' interests, lead students' vision to a colorful life, and advocate literacy in life. Guide students to read in life, and we strive to be diverse, vivid and interesting; Strive to combine inside and outside the class, communicate inside and outside the school, and reflect openness.

(1) Make full use of campus cultural resources to guide students to read. The garden in the classroom, the bulletin board on campus, the slogan in the window. Guide students to read while visiting the campus. When you meet students, pull them to your side and often ask, what is written here? Soon students can even recognize complex words.

(2) Identify the names of subjects and let students read words quickly and effectively. Give each student a seat map of the whole class at the beginning of school, so that parents can help their children get familiar with the names of the whole class as soon as possible. Let each student take turns handing out homework, so that you can remember your classmates' names quickly.

(3) Literacy with the help of objects and pictures in life. There are many ready-made objects at home and in the classroom, such as doors, windows, platforms, blackboards, televisions, computers, refrigerators and beds. You can stick a word card so that students can recognize the words that represent the items when they see them. We also have a literacy competition by category to see who knows more words. For example, school supplies, fruits, vegetables, plants and animals.

Fourth, review and consolidate new words in various forms.

Pupils learn to read quickly and forget quickly. If the learned new words are not reviewed and consolidated in time, they will easily come back to life. Children can't master words at once. Just because you know what you want to master doesn't mean you have mastered it completely. It depends on whether you can use it correctly and flexibly. More practice and application can not only broaden and deepen the understanding of words, but also exercise the accuracy and flexibility of students' logical thinking and improve their language expression ability. Therefore, students should be given enough opportunities to practice and use the words they have learned in teaching. In order to make students master new words firmly, they must do a good job of reviewing and consolidating, and the ways and means should be varied. Literacy can be consolidated through games. (1) Driving a train: This game is played in groups. When the children make the sound of "Woo-click, click", the teacher shows a new word and asks a group of students to spell syllables and analyze glyphs in turn. If any student has a wrong pronunciation and incorrect glyph analysis, the train can't run. Give an order to stop, and you can't go on until it is repaired. (2) crossword puzzles: According to the characteristics of these words, guide students to do crossword puzzles to help them remember. For example: "One point one beam, a window is opened under the beam, a big mouth is opened, and a small mouth is hidden." Guess what word (height) riddle, and write the word. (3) Reciting jingles: When encountering difficult words, teach students to recite jingles. For example, the word "lai": "horizontal drop and horizontal increase, one vertical, one left and one right in the middle of the word. This word will not be forgotten. " In this way, students can recite the jingle and write strokes. (4) Mail: Please ask the students who study the most seriously in this class to be the postman and send the new word cards as letters to the students. Other children clapped their hands and sang children's songs together: "Ding, Ding, the postman has come to deliver the letter. Not afraid of the wind, not afraid of the rain, and serving the people wholeheartedly. " After the letter is delivered, please go to the stage to read it one by one and analyze the font. (5) Adding bricks and tiles: Write an incomplete word and let the students complete the strokes. For example, after learning the words "water", "cow" and "sheep", students not only remember the stroke order rules of the middle and both sides of the word "water", but also can distinguish the difference between the word "cow" and the word "sheep" vertically. (6) Find friends: Let students find the right words to match some words and form new words. (7) Picking apples: Show a picture of a big tree with apples with new words on it. Students make a fruit basket (spell the correct pronunciation and spelling of new words with cards) and pick the corresponding apples (new words). We can compete in groups to see which group picks more apples.

In a word, juniors like playing games. In the process of literacy teaching in lower grades, teachers should stimulate students' interest in learning according to this psychological characteristic, use various games timely and selectively, create a pleasant learning atmosphere for students, teach them literacy methods, and make literacy teaching enter the ideal situation of "teachers enjoy teaching and students enjoy learning". Do our junior high school literacy teaching better!