Chinese reading teaching in the first grade of primary school Part I: Analysis and strategy of reading teaching in the first grade of primary school.
Cultivating reading ability is an important part of Chinese teaching in primary schools. Improving reading teaching efficiency is the key to improve the quality of Chinese teaching in primary schools. Reading teaching is a key point at any time, but due to some teachers' lack of understanding, it leads to blindness of guidance and unplanned creation of reading environment, and parents' lack of understanding of the significance of extracurricular reading, thus relaxing the reading of extracurricular books.
Keywords: reading analysis strategy for the first grade of primary school
The first grade is the primary stage of reading teaching, but most teachers often focus on pinyin and literacy. When organizing courses, they seldom cultivate students' reading ability and pay no attention to it ideologically, thus ignoring the reading guidance for students. It also affects students' reading ability to a great extent. At the same time, due to the limitations of school facilities, syllabus and other conditions, it is difficult to carry out reading teaching in the lower grades of primary schools. In addition, parents do not know enough about the significance of extracurricular reading, and children spend more time watching TV and playing games at home, thus relaxing the reading of extracurricular books. Based on my own teaching experience, this paper tries to talk about my humble opinion on Chinese reading teaching in senior one.
First, cultivate reading interest.
1. With the teacher? Lead by example? Stimulate students' interest in reading. Teachers play an important role in stimulating students' interest in extracurricular reading. Because the first-year students' physical and mental development is in their infancy and their cognitive ability is poor, they are most likely to imitate. What teachers love, students will love, parents will love, and children will love. If you live with the lame, you will learn to limp. Therefore, teachers should lead by example, first of all, they should be more interested in reading extracurricular books, give students a demonstration role, and have a strong appeal to stimulate students' reading interest. Therefore, in the usual teaching, we should first like reading, recommend books that you have read that are suitable for children, and put your favorite books in the office to let students know that teachers should insist on reading many new books.
2. Stories create suspense and stimulate reading interest. Pupils like stories, especially fairy tales and fables. Therefore, we can make use of the characteristics of reading materials. If we start with telling stories and let students experience the happiness of reading in interesting stories, the interest in reading will arise. When students first entered primary school, their literacy was relatively small. According to this fact, I often tell stories to my children, and sometimes the stories will come to an abrupt end when they are wonderful, and then tell the students which book the story ends in, so that the children can't wait to find the results in extracurricular reading according to the information provided by the teacher. so this is it？ Suspense stimulates interest? This method can be said to be very effective. As long as I tell the story book, it will become a class? Hot goods? Children will struggle to witness my story with their own eyes. Unconsciously, Andersen's fairy tales, Grimm's fairy tales and children's songs have all become children's books.
Second, we should pay attention to cultivating students' good reading habits.
Mr. Ye Shengtao, a famous Chinese educator in China, believes that reading teaching should first cultivate habits? . First of all, we should develop a good reading posture, such as emphasizing the reading posture before each reading, and developing a good reading posture. The most basic requirement for reading the text is to read the text correctly. It is not easy to develop good reading posture and reading habits, and it is necessary to correct children's bad reading habits such as sitting posture at all times. This process must run through the whole first-grade reading teaching. The teacher wants to do it? Teach again and again, teach again and again. ?
Third, multi-directional guidance methods and diversity evaluation.
Under the guidance of the teacher, students will have their own feelings after understanding the text, understanding the meaning of the text and connecting with their own life experiences. To a great extent, first-year students sometimes can't express their experiences and feelings about the text in words because of their limited language accumulation. So? Reading? It has become the main way for junior high school students to express their feelings, reflecting their inner experience with their own pronunciation, intonation and speed of speech.
1. The teacher should demonstrate and guide, and read with emotion. Yu Yongzheng, a famous special-grade teacher, said? The highlight of Chinese teaching should be reading aloud first. Teachers read correctly, fluently and emotionally, and guide students to read correctly, fluently and emotionally, which is a beautiful realm. A Chinese classroom where both teachers and students can read deeply must be full of vitality, spirituality and interest. ? Teachers' demonstration reading is the best resource for reading teaching. Primary school students, especially the first-year students, are in the initial learning stage and have a strong ability to imitate and learn from teachers. It is especially important for teachers to have wonderful model essay reading. Therefore, teachers should really join the ranks of emotional reading. When students want to study hard, but they can't go on reading? Smell? Teachers can give timely guidance or demonstrate reading aloud. Teachers' impromptu demonstration reading includes not only vivid, vivid and inspiring audio language, but also silent body language such as eyes, gestures, expressions and movements. These body languages play a very important role in reading teaching in senior one. Silence is better than sound? . Teachers infect students with their own emotions in model essay reading, and take students to read the text together and walk into the text.
2. Grasp the key words and feel reading. When reading aloud, if you can grasp the key words and phrases, it will be of great help to the reading comprehension of the text.
3. Create a situation that causes students to want to read and love reading. Teachers should use keywords, pictures, performances, multimedia and other means in the text to create rich teaching situations, so that students can enter the role and change. Want me to read it? For what? I want to read a book? . For example, when learning the lesson "Cotton Girl" to guide the reading dialogue, the teacher puts on a headdress to play the swallow, and the whole class is cotton girls, so as to guide the students to understand that the swallow wants to help but can't. The teacher can be very embarrassed to say: After hearing your request, I especially want to help you. But I can only catch airborne pests, I can't help you. Who will teach me? What should I say to Cotton Girl? Some students waved their hands, some shook their heads, and some sighed to teach the teacher. Sorry, I can only catch airborne pests. You'd better ask someone else for help! ? Students are very keen on reading, especially love. The remaining two parallel paragraphs can be read with relish without the guidance of the teacher. The more students read after entering the situation, the more they want to read. The more they read, the more they love reading, and they are completely immersed in the joy of reading.
4. Change roles, read aloud according to roles, and perform reading aloud. Performance reading is a form of reading that first-year students are very interested in, because the stories of lower grades are vivid and full of childlike interest. Expressing the text content in the form of performance reading can deepen the expression and memory of the text content and related languages; Through reading, the abstract can be transformed into an image, and the difficulty can be changed into the easy, which can highlight the key points of the text, break through the difficulties and highlight the characteristics. The interesting story "Little Gecko Borrows Tail", through the dialogue between the small fish, the swallow and the old cow, plus the proper guidance and command of the teacher, the reading atmosphere in the classroom is very warm, and the functions of various small animal tails are also known.
Anyway? Reading? It is the core of reading teaching, especially for the first-year Chinese teaching, which never reads and knows how to read. From the beginning, familiar reading and emotional reading gradually go deeper and deeper. What occupies the core position in Chinese class can only be reading, learning words in reading, understanding texts in reading, understanding truth in reading, being influenced by beauty in reading, and unconsciously improving one's Chinese literacy in reading!
On the teaching of Chinese reading in the first grade of primary school Part II: On the teaching of Chinese reading in the first grade of primary school.
How to improve primary school students' Chinese reading ability is still an important task under the requirements of the new curriculum standard. We should sum up years of teaching experience from five basic aspects: listening, speaking, reading, writing and thinking, be good at observing and actively guiding, cultivate good study habits, grasp children's psychological needs, and let students feel the fun of learning and teachers feel the fun of teaching.
Keywords Chinese reading students' fun
1 Listen
For Chinese reading teaching, people often focus on students' speaking and reading. But neglected to listen. However, listening, as an important learning method and ability, should be the key part of our training. For example, primary school students who have just entered the first grade have no systematic training and strict requirements before, and they still maintain casual habits in kindergartens. Don't they realize that they have to eat and play with toys casually in class? Listen carefully? Therefore, the importance, they just entered the school, need to accept it? One, two, three, sit up straight? 、? Small eyes, look at the blackboard? Waiting for children's song education, this is? Listen to education? The beginning of.
In order to ensure that students are listening to me, the requirements for students are: the teacher must look up at the teacher with his eyes when he speaks, and the teacher should communicate with his classmates with his eyes when he speaks. By asking students to repeat what the teacher said, they are encouraged to listen carefully, thus invisibly cultivating their good habit of listening attentively.
In addition, listening is also a good literacy method for first-grade children. Although Pinyin was written within one month of the start of school, every word in the following text has Pinyin, but after all, there are few children who can spell skillfully, so many times the text cannot be separated from the teacher's teaching word by word. Because first-grade children often recite short passages first, then sit down properly and identify the pronunciation of each word. In order to prevent children from hearing the wrong sound, they can't read it all at once. They should try to hear every child's voice through group reading, train reading and other forms.
Say 2
First of all, about the training of speaking, besides what we are listening to, what our classmates say and what we say in books, we should learn to speak like a teacher. In fact, this is also a very interesting thing. Especially the first-grade children, the children speak freely and have anything to say, so the children are very interested, and they all rush to say that the teacher is of course happy to see this product scene, and sometimes the children's answers can completely relax the teacher. For example, when I was teaching the article "Which House is the Most Beautiful", there were many similarities in the article. Green? 、? For nothing 、? Wide? Words, this is a good opportunity for students to accumulate language, so I arrange students to say a few words like this in teaching. Some students are very smart because? Big? Thought of it? Small? Then I was confused collectively, and I guided in time: God? Students answer right away? Blue? ,? Apple? Red! ? The students' interest has come. I want to broaden their horizons. I will continue to guide them? Stars in the sky? I want children? Shiny? In a word, I didn't expect the whole class to speak in unison and excitedly came up with a sentence: Blink! ? God, I can still say that. I was speechless for a moment, but the children were still waiting for my praise with great expectation. How interesting!
Of course, children should always be reminded to speak completely. The main way is to ask other students for help if you can't speak, and then speak for yourself. I don't think it was a child with rich language. More importantly, let the children who can't speak remember this word. Most of the ways are good words, let everyone say it before they say it.
3 reading
Reading aloud is the main activity form of junior grade teaching, so the focus of reading teaching in senior one is text reading teaching. Due to poor reading and writing skills, students' reading problems are mainly reflected in the following aspects:
Some students hold their breath. Lighter word drag, such as? A boat? In the worst case, there is procrastination between words, and there is no feeling of words, such as? A boat? . If it is not the teacher's deliberate guidance, the latter is more. This kind of students read words in the same way. They should break the words into words, such as? China? .
Some people stop reading inappropriately. Some students pause every word, and some students pause word by word. It takes the longest pause when turning pages, and it is even more difficult to pause correctly between a sentence and a paragraph. Some students measured it wrong. Some students are as light as mosquitoes, and no one can hear them clearly. Some students shout loudly, as if they are shouting something. Some students can't pronounce correctly, and they squeeze the sound out from under their throats, which not only makes people feel uncomfortable, but also hurts their vocal cords.
In addition, some children seem to read the text well together, with loud voices, correct mouths and full emotions. Once they read one by one, they will stutter. At first I thought it was because I was nervous. Later, it was discovered that the child had a good memory. A text has been memorized in the process of reading together, reading the model essay and reading. When he studied together, he didn't read at all, but read with everyone. Back? In other words, he didn't really touch words himself, so he was confused when he read them himself: he didn't know many words, so he went to spell pinyin one by one. I can't study hard.
In view of the above problems, I gradually improve my methods in reading teaching, aiming at students' problems and aiming at them.
3. 1 Pay attention to the hierarchy of reading, and each reading should have different requirements and purposes. Today, my reading focus is on training to eliminate procrastination. Tomorrow, I will focus on training pauses, or what sentences and paragraphs I want students to focus on in this class. Teachers should have different requirements for each reading, and each stage of reading should also have key requirements.
3.2 The forms of reading should be varied, such as group reading, individual reading, group reading, guided reading, opposite reading and role reading. Let the students feel that reading the text is a real life dialogue.
3.3 The time for reading aloud should be fully guaranteed. We should also attach importance to the role of demonstration reading, and teachers should give full play to the demonstration role when they encounter long sentences or sentences that students find difficult to read well.
4 write
For a first-grade child, write? Can I get to the point? Writing? . For the first-grade children, writing is a brand-new concept for most children. Although writing began in kindergarten, it was only an attempt and there was no standardized learning. Therefore, when you start writing, you should not only tell your children how to write, but also teach them to write one by one. And sometimes it is not enough to rely on the teacher's model essays and students' books, because some children can't write at all, which requires the teacher to teach them by hand. In fact, this is just a hurdle. Maybe once is enough for a child.
Therefore, to guide children to write, don't rush to let them write well, first teach them the correct writing method and know how to write basic strokes. When guiding children to write, the requirements should be strict and the guidance should be detailed. Students are required to write horizontally and vertically, with moderate size, correct stroke order and slow speed. Encourage students to write slowly, try to write well once, instead of using an eraser frequently, and then ask to write quickly and well.
4. 1 Method of sketching new words. The new words required to learn and the new words required to know are marked with different marks according to the order in which the new words appear in the text (the time when the new words first appear in the text). At the same time, it also needs the careful and patient guidance of teachers.
4.2 Method of marking natural segments. Mark natural segments with two spaces in each natural segment.
4.3 Basic methods of reading aloud, such as conjunctions, punctuations, not singing or reading.
Regarding Chinese reading teaching, the most important thing is to cultivate and protect children's reading interest, and design effective and interesting teaching activities in the classroom to make students interested in the content of the activities. Teachers can use words to encourage students, or they can use materials to reward students appropriately. Let the praised students be encouraged, let other students be full of yearning, constantly ignite their enthusiasm for learning and gradually cultivate their interest in learning. In teaching, we should also pay attention to the instrumentality of Chinese and the knowledge points of the text, and extract the knowledge points that can be trained from each article, so that the knowledge structure of students' learning can be continuously consolidated in reading.
Five ideas
Cultivating students' thinking ability is also an important task in Chinese class. Although the curriculum standard has always emphasized the importance of Chinese reading teaching in lower grades, it also reminds teachers not to read textbooks at a young age. Even in shallow reading, there must be a bottom line in understanding the article. In the process of reading comprehension, students will develop their thinking ability. Of course, this process cannot be completely separated from the previous reading.
If students like Chinese lessons, they will accumulate rich language, thinking and expression, and the purpose of learning Chinese will be achieved.
The effectiveness of situational creation in Chinese reading teaching in primary schools.
With the deepening and development of curriculum reform, Chinese teaching in primary schools in China has developed rapidly and teaching methods have been constantly innovated. Under the guidance of the concept of student-centered and teacher-led cooperative communication and inquiry, how to create a reasonable teaching situation, guide students to actively participate in learning, and realize the timeliness of teaching is an important topic facing primary school Chinese teachers at present. Chinese scholars have made great achievements in the field of how to improve the effectiveness of teaching, but there is little research in the field of creating situations to improve the effectiveness of Chinese reading teaching in primary schools. The author has been engaged in Chinese education in primary schools for many years, trying to analyze the effectiveness of the application of situational creation in Chinese reading teaching in primary schools.
First, in-depth analysis of teaching materials, accurately grasp the classroom teaching objectives
The new curriculum reform advocates the rational development and utilization of teaching resources, and the most basic teaching resource of Chinese reading in primary schools is teaching materials. Analyzing teaching materials, understanding the author's thoughts and grasping the teaching objectives are the basic prerequisites for creating situations. Therefore, teachers should carefully study and analyze the characteristics of reading materials and the key points of text content in Chinese textbooks of primary schools, and create natural, life and social situations on this basis. It is necessary to make clear the teaching objectives, determine the teaching focus, and choose teaching methods that are in line with the primary school Chinese reading textbooks and students' actual conditions, so as to ensure that the teaching situation is well prepared.
Second, create a reasonable teaching situation to improve students' reading interest.
Pupils are in a special period of physical and mental development and have a strong curiosity about things. Chinese reading teaching in primary schools should make full use of students' psychological characteristics, stimulate students' curiosity and guide students to think by using suspense, so as to achieve twice the result with half the effort. At the same time, teachers and students establish an equal dialogue relationship, so that students want to talk, are willing to talk, and are willing to talk. Therefore, in the process of Chinese reading teaching, we should try our best to provide students with opportunities for autonomous learning and cooperative inquiry, so that students can be placed in the situation of exploring problems, stimulate their strong curiosity and thirst for knowledge, and actively explore new knowledge. The methods of situation creation mainly include the following points:
1. Contact with real life and create situations.
Education divorced from the reality of life can no longer meet the needs of current social development. The creation of Chinese reading teaching situation in primary schools should make full use of students' life experience, life background and life experience, and integrate students' life reality into teaching materials as valuable teaching resources. Like what? Chinese characters? In order to become a comprehensive unit of reading theme, the author requires students to collect China ancient Chinese character culture before class, integrate Chinese character culture into real life, and stimulate students' interest and imagination.
2. Role experience, creating situations
In primary school Chinese reading materials, it is not difficult to find materials that can be used as drama articles. In reading teaching, the author guides students to perform, so that the teaching situation can be truly presented to students again, and students can deeply understand the emotions in reading articles. With the help of role effect, we can shorten the distance between materials and articles, enhance students' emotional experience and reading comprehension ability, and finally improve the effectiveness of teaching.
3. Rational use of multimedia to create situations
The application of multimedia can create an intuitive teaching situation, mobilize students' vision and hearing, provide students with concrete and vivid images, and effectively stimulate students' curiosity, which is not only conducive to inspiring students' thinking, but also can cultivate students' language expression ability and improve the effectiveness of teaching. For example, the primary school Chinese reading article "Pangu Begins the Creation", because it is difficult for students to walk into the fairy tale situation described in the text, the author tries to create animated situations such as forest fires and floods, visualize the reading of the text, and render the situation with the help of images and real-life pictures, so that students can firmly understand the language and emotions of the article.
4. Create a situation with the help of language
Vivid and infectious language expression can bring students into the article, make students immersive, and vividly present the scene of reading the article in their minds, so teachers should be vivid in language expression. In teaching, the author often introduces the reading content to students with vivid reading, or vividly describes reading articles to stimulate students' imagination.
Third, create a dialogue situation to guide students to think positively.
Reading teaching is a process of dialogue, and it is necessary to create various dialogue situations to stimulate students' enthusiasm for asking and discussing questions. First of all, the author puts forward the problems that need to be solved according to the teaching content, creates problem situations to stimulate students' thirst for knowledge, and at the same time provides specific conditions for students to discover and explore problems. Secondly, by creating games and activity situations, students are guided to solve reading problems independently. For example, in the article "Little Tadpoles Looking for Mom", the author created a game situation for students to play with little tadpoles by taking advantage of their playful nature, and read the article in combination with the situation.
Fourth, create appropriate situations in time to ensure the good implementation of reading class.
In the process of Chinese reading teaching in primary schools, teachers should make good use of classroom on-the-spot resources to arouse students' opportunities for dialogue. When students encounter difficulties in reading, teachers should give appropriate guidance to the problems, create situations according to specific problems, and trigger reading topics; When students' emotional experience is shallow, they should pay attention to their unique feelings, create situations and improve their emotional perception ability; When students misunderstand the article, create situations in time to realize dialogue and exchange. While developing students' language ability, reading teaching should also develop students' thinking ability, creativity and imagination. Therefore, teachers should skillfully choose reading topic situations, strengthen students' overall perception of the content and expression of the article, guide students to communicate and express on this basis, and use different topic situations to promote the smooth development of teaching. Carry out more group discussions, so that students can deepen their in-depth study and understanding of the article through cooperative learning and mutual communication.
Fifth, create reading situations to improve students' writing ability.
In Chinese teaching, teachers should use multimedia technology to create learning situations for students, so that students can have a deeper learning experience. If students want to learn Chinese well, they should not only have good writing skills, but also have rich emotions, such as writing a composition. If you want to write a good composition, you must have rich emotions. For students with rich emotions, when writing a composition, they will feel that there are always endless words and they can write beautiful language. But for students who lack emotion, once they see the composition, they can't write it and don't know where to start. Teachers should educate students who lack emotion in learning situations, improve their perception of things and cultivate their rich humanistic feelings. Teachers can also learn from each other by using multimedia technology. Teachers can refer to the multimedia teaching courseware of excellent teachers in the process of filing, so as to make their teaching more vivid and interesting and improve their education level.