When students master the Chinese phonetic alphabet and have the ability to call syllables directly, teachers make full use of the arrangement advantages of phonetic notation in the full text of textbooks to urge students to use the Chinese phonetic alphabet as a tool to accurately read pronunciation with the help of specific language environment. The specific method is as follows:
1. Read the pronunciation correctly when previewing. The requirements for previewing pronunciation are as follows: ① Match the new words with syllables in the text with those of Tian Zige, and only one word is the same. (2) Read the text several times visually and read each word correctly. Read the new words with syllables in the box three times, and remember the pronunciation while reading. Try reading Tian Zige's new words and see how many you can remember correctly. If you are not sure, look at the syllables in the text again. Because the requirements of preview are clear and specific, most students can consciously use the tool of Chinese Pinyin to pronounce correctly.
2. Check the pronunciation of new words in the first class. In the first class, the teacher arranges a certain time for students to read the text again. Read and listen by yourself, read and listen to each other, read by one or several people, and listen to everyone. Check whether the students can read each syllable correctly through "dragon reading" and "group reading". Check whether the students can read the text fluently. On this basis, the teacher uses cards or small blackboards to show the new words that are easy to mispronounce and check the situation of each student.
3. Pay attention to correct pronunciation when training words. After reading the text correctly and fluently, teachers should train students to read the text and read their feelings with words and expressions. Because of reading the text many times, the repetition rate of new words is high. Once the word pronunciation is found to be inaccurate, both teachers and students will correct it in time.
4. Remember the font and consolidate the pronunciation of new words when writing. The teacher asked the students to read the pronunciation before analyzing the memory. When writing new words according to Tian Zige's model essay, first read the sounds of new words in a low voice, then write, and then read them in a low voice after writing one, so as to combine literacy and writing closely.
Second, train students to understand the meaning of words in various ways.
Understanding the meaning of words is the focus of literacy teaching, which is easily overlooked. About 80% of the more than 400 new words that students are required to master in the first grade textbooks are children's daily life vocabulary and concrete images. As long as we make full use of the language environment and illustrations provided by the text and connect with students' real life and the characteristics of Chinese characters themselves, students can understand them. According to the principle that "Syllabus" requires that words cannot be separated from words, and the principle of combining literacy with developing thinking, language and understanding things, combined with children's physical and mental characteristics, students are trained to master some methods of understanding the meaning of words by various intuitive means, and their initial ability is formed through repeated use.
1. Understand the meaning of words and phrases. Literacy and vocabulary learning are inseparable. Because some new words are monosyllabic words, some new words are a morpheme, and some disyllabic words are both new words, students can really grasp the meaning of new words by contacting the language environment. From the beginning of "learning words and sentences by looking at pictures", the teacher told students that reading the sentences where words are located in combination with the context is a good way to understand new words. And constantly strengthen this kind of training in teaching. For example, to understand the word "wide" (how vast our motherland is), the teacher asked the students to read the last sentence "how vast our motherland is." And according to the meaning of the first three sentences, saying "mighty" means "great" and understanding the meaning of "wide". Then stimulate students' pride in reading to deepen their understanding of the word "Haohao". In the first-grade textbooks, there are many new words that combine words and phrases to understand the meaning, and with the growth of grade, such new words gradually increase. Therefore, it is necessary to train students to use this method of understanding the meaning of words repeatedly from the first grade to form their initial ability. Using this method, we must closely combine the language environment, give students time to read, think and discuss, and train students to express their understanding completely and smoothly, so as to achieve the goal of combining literacy with developing thinking and language.
2. Look at the pictures and understand the meaning of the words. The first grade textbook is illustrated with pictures and texts. Teachers can make full use of illustrations, slides, stick figures and other intuitive means to train students to understand the meaning of words. Another example is Cong (the second volume of Ming Ming Xue Ji). The teacher draws a piece of grass and a clump of grass on the blackboard, so that students can say the meaning of "clump" according to the intuitive image, and then realize the understanding of the word "clump", and then extend the understanding of "flower" and "bush", so that students can improve their ability to understand things through literacy.
3. Use the characteristics of pictophonetic characters to understand the meaning. Chinese characters are ideographic characters, about 80% of which are pictophonetic characters, and pictophonetic characters in the first grade textbooks are typical. For example, "home", "climbing" and "Zhuang", in teaching, the teacher analyzes the word meaning characteristics of pictophonetic characters in combination with specific words. Gradually, students can infer the meaning of words according to their shapes.
4. Understand the meaning of words in combination with real life. Children's lives are rich and colorful, and they have experienced many meanings of life. As long as it is related to their real life, we can deepen our understanding of these meanings.
5. Look at the real thing and understand the meaning of the words. The meaning of some new words is far from the reality of students' life, which needs to be understood with the help of physical objects. When teaching vegetables, the teacher showed a Chinese cabbage seedling with a few yellow flowers left to help students distinguish which part of the plant "root", "stem" and "fruit" refer to. With such preparation, it is easy to break through the difficulty of this text. Using the above methods to train students to understand the meaning of words must be done organically in literature learning according to the language environment provided by the textbook, and must be read repeatedly, understood in reading and read again after understanding. No matter which method is adopted, teachers should fully mobilize students' enthusiasm for observation, thinking and expression, so as to combine literacy with understanding things, developing thinking and developing language.
Third, train students to analyze memory glyphs in various ways.
In the process of reading pronunciation and understanding the meaning of words, although students use "unintentional attention" to remember the shape of Chinese characters, this memory is contour, and many words with complex strokes need to be analyzed under the guidance of teachers to remember accurately. The strokes, stroke order, frame structure and common radicals of Chinese characters are the basis for analyzing and memorizing Chinese characters. Teachers should train students to master it firmly in the order of teaching materials. Can read and write all kinds of strokes and radicals, and write in strict accordance with the rules of stroke order. According to the characteristics of Chinese characters and the cognitive characteristics of first-year students, we teach students the following methods to analyze and remember glyphs.
1. Stroke analysis method. Monographs are generally memorized by naming strokes according to the rules of stroke order.
2. Structural analysis method. Combination words are generally memorized by analyzing radicals and components. Some parts of combined Chinese characters are unknown to students, such as the part of "low", which can still be memorized by stroke analysis. In this way, teachers should remind students to observe the subtle changes of some strokes in order to remember the glyphs more accurately.
3. Methods of adding, subtracting or replacing radicals. There are many similar words and homophones, which are the characteristics of Chinese characters and the difficulty of literacy teaching. Teachers teach students to remember new glyphs by adding and changing radicals. For example, after learning the word "Qing", students can remember the glyphs of the words "Qing", "Jing" and "Please" by adding and replacing radicals. When analyzing memory glyphs in this way, teachers emphasize careful observation and find similarities and differences. Students not only remember the glyphs, but also develop the ability of thinking and coherent language through watching, thinking and dictation.
4. Using word formation to analyze memory glyphs, because junior students have the advantage of thinking in images and rich imagination, teachers use Chinese characters to train students to analyze memory glyphs, which activates their thinking and stimulates their interest. Remember the word "kill"? Students said: "Man" is like an umbrella cover, two points are like the rope of a parachute, and "Ten" is like a person tied to a parachute. In the process of memorizing glyphs, students observe and imagine, are full of interest and actively study, which makes classroom teaching present a lively scene.
5. Make a jingle and remember the font. Make use of children's physiological and psychological characteristics, let students make up jingles and remember the glyphs vividly. It can not only get rid of the monotony and boredom of literacy, but also improve the efficiency of literacy, and also achieve the goal of developing students' oral and written language ability.
6. Remember the writing style. When students observe Tian Zige's mode of writing new words, the teacher asks the students to write each new word three times, the first time reading and writing a stroke, the second time reading and writing a part, and the third time dictation. In this way, students can consolidate their memory of glyphs by writing. The words you have learned should be used correctly in listening, speaking, reading and writing, and at the same time, the words should be consolidated in repeated use. The higher the repetition rate of words, the better the memory effect of students. Therefore, teachers should guide reading phonetic books by using spoken and written language, and combine literacy with listening, speaking, reading and writing to achieve the goal of consolidating words.