"Life begins with literacy and cleverness", and literacy is the basis of learning ability and innovation ability. Therefore, it is very important for primary school students to teach literacy in lower grades. Pupils are required to know about 1800 commonly used Chinese characters, of which about 1200 can write. Due to the accumulation of oral English in life, students have mastered the sounds and meanings of many Chinese characters, and memorizing the glyphs of new words has become the focus and difficulty of teaching. But junior students don't observe things carefully, and it's not easy to remember complex glyphs. Based on this understanding, we pay attention to practice and thinking in the first grade Chinese teaching and creatively carry out literacy teaching. First, create an atmosphere for students to participate in development. Participation is the key to the development of students' intelligence and ability. Teachers must strive to create a relaxed and harmonious teaching atmosphere, activate students' enthusiasm and urge them to take the initiative to participate. To create a harmonious atmosphere, teachers must have a brand-new view of students and believe that students are living beings with great potential. Don't chew slowly, it will make the literacy teaching that could have been full of fun become mechanically boring. In order to create a harmonious atmosphere, teachers' evaluation language should be humorous, interesting and enlightening. In teaching, we allow students to remember the diversity of font methods and don't deny students easily. Students become confident and original in their tolerant evaluation of teachers. Second, guide discovery and let students form their abilities in practice. The new syllabus emphasizes: "Students are the masters of Chinese learning. In the process of teaching, we should strengthen students' independent Chinese practice activities and guide them to actively acquire knowledge and form their abilities in practice. "With the accumulation of students' experience, we will gradually simplify the process of memorizing new words, increase the chances of students' independent literacy, give play to their subjectivity, guide them to find their own ways, find effective memory methods, master new words independently, and use them continuously in practice to form literacy ability. Although the complexity of Chinese characters is different, there are certain rules and methods to remember them. When students have a certain literacy experience, we will let them try to remember their own glyphs. When students see new words, they will call the existing materials, associate them with familiar words, and make a comparative memory. As a result, the students were pleasantly surprised to find that Chinese characters can be added and subtracted with familiar words. At this point, we guide students to summarize their own literacy methods, and students will naturally say "subtraction" and "change". As for some unique characters, guide students to say "stroke order method", and the slightly difficult characters are "legal" of several methods. Then, ask the students to test the new words by memorizing their own glyphs. It is simple and effective for students to use their own memory methods to remember new words. Learning new words can also become easy, and students' mood is high. In this way, in the practice of memorizing glyphs, under the guidance of teachers, students found and summarized the methods of memorizing glyphs, experienced the arduous process of mental innovation, tasted the happiness of success, and naturally became a master of literacy. In the future practice, they will choose appropriate methods, take the initiative to use them, persevere and keep training, and gradually form their own abilities without any help. Third, break away from convention and let students enjoy happiness in literacy. We also try to make use of the characteristics of identifying the same clan characters in classified literacy, break the routine, and let students study and summarize new words by themselves according to the rules of using characters. For example, when we teach "Literacy 8" in the third volume, we first teach students the basic word "Bao" so that students can master the sound, form and meaning. Then ask the students to find the familiar word "run" with "treasure". For example, guide students to find that "run" is expressed by combining two parts, "foot" is related to the meaning of words, and "treasure" is similar to pronunciation. Then show the new words: flowers (), water (), fire () and eating (). The students tried to create these new words by themselves with the help of the word "Yu Bao", which is not only the sound but also the feature of expressing meaning by form. Then the students exchange their words in the group, give reasons and communicate in class. This design breaks the general practice of classifying literacy classes, guides students to discover the rules of pictophonetic characters, uses the rules to read, and regards students as the masters of exploring knowledge. This kind of teaching activity, its significance has gone beyond the literacy teaching itself, so that students can get a successful experience in participation. Fourth, guide the compilation of riddles, so that students can easily remember the strong interest of lower-grade students in riddles. In order to make literacy teaching lively and interesting, we use students' psychological characteristics to link riddles with students' memory of new words. In addition to doing riddles to let students guess words, it is more important to guide students to master the font characteristics of some Chinese characters, associate them and learn to do riddles. When teaching the word "flash", first guide students to divide the word into "person" and "door". Under the hint of the teacher's action, the students got the message and made up a riddle "People will enter the door quickly". The students not only remembered the font, but also understood the meaning of the words. Another example is the word "beast", which is easily misspelled by primary school students. In teaching, let students break down the words into four parts first, and then guide them to think about the characteristics of wild animals. The students made up a riddle, "Running in the field with your mouth wide open all day is fierce and terrible". When students learn to make up riddles, they will carefully analyze the glyphs and grasp the characteristics. This process has aroused the enthusiasm of students, and the difficulties have been solved in the active participation and relaxed atmosphere of students. At the same time, develop students' imagination and expression ability. Fifth, guide the creation of an environment for students to skillfully remember that some new words in Yuxing are complex in shape or similar in some parts to familiar words, and junior students are prone to arrogance. In teaching, find out the relationship between components, or grasp the places that are easy to make mistakes, and guide students to create specific contexts and associate them, so as to skillfully remember the glyphs in funny language and strengthen the literacy effect. For example, the word "willow" was forgotten by students until the third year of high school. We grasp this important stroke in teaching and guide students to imagine the breeze blowing. What are willow branches like? Some willow branches are thinner and float gently in the breeze; Some willow branches are thicker, but they are still so straight in the breeze. Vivid language makes students forget "willow branches floating in the wind". Guide students to create specific contexts and link special glyphs with image situations. When students use this new word in the future, corresponding scenes will definitely emerge in their minds. When they think of the image prompt language, they will definitely not write the words wrong. Practice has proved that in the first grade literacy teaching, students can take the initiative to participate, become the masters of literacy, improve their literacy ability and realize their own development by flexibly integrating the above points.