The current Chinese teaching in primary schools is changing the closed and rigid situation in the past, becoming increasingly open and full of vitality. Teachers are trying to find better teaching methods, so that students can learn and grow in a good learning atmosphere. Among many methods, using game teaching is one of the important methods. Practice has proved that game teaching is also a good way to reduce the burden and get twice the result with half the effort. Game teaching helps to stimulate interest and concentrate.
Game teaching, creation, mobilization and encouragement
With the deepening of quality education, the age of starting learning tends to be younger. Psychological research shows that junior students' learning motivation is simple and simple, and learning depends on interest; Poor comprehension, strong imitation, short concentration time and easy dispersion; Consider the specific image, not pay attention to advantages. Therefore, this requires that our Chinese teaching should not blindly instill language knowledge, but should constantly improve teaching methods, organize rich and interesting game activities, integrate knowledge into games, and let students learn Chinese with interest in listening, listening, speaking, reading, jumping, singing and playing. Let students actively acquire knowledge, cultivate sentiment, develop intelligence and cultivate ability in a pleasant and harmonious atmosphere. To this end, I have made some attempts in teaching.
1 Games can create a harmonious learning atmosphere for students.
The psychological characteristics of junior students are curious, active, aggressive and aggressive. They are eager to learn knowledge, but their unintentional and perceptual perception is obvious, and they are easily attracted by interesting and novel content. However, they are young and have unstable attention. They know things by interest, and those who are interested are willing to do it. Not interested is absent-minded, and unintentional attention is more than intentional attention. Games can conform to children's psychological characteristics, so that children can change unintentional attention into intentional attention in happy games and learn new knowledge in a relaxed and happy atmosphere.
In pinyin teaching, the purpose of stimulating students' interest in learning and creating a positive and happy classroom atmosphere is achieved in the form of "games". Let children spend the first difficulty in primary school actively and happily-Chinese Pinyin.
1. 1 is a property.
If you are learning the initials j, q, x and? Fight, n, l and? In the spelling rules, I designed students to wear headdresses and perform with children's songs: three good friends, j q x, went out to play together and met a young man on the way. , small? Small? Polite, take off your hat and say hello. By learning children's songs and wearing headdresses, let them know how to respect others, learn to be polite children, and master jqx and? Fighting, two rules were deleted. While learning n, l and? When I pieced together the rule of two points, I also matched a children's song: "Small? Small? It is very naughty, making trouble all day, being naughty, which makes my parents N and L very angry. Small? Small? " I made a mistake. There are two tears in my eyes. "At the same time, put on a headdress performance to teach students to be a good boy who can correct his mistakes.
1.2, part I.
Guide students to compile pinyin into fairy tales, infiltrate teaching content into the story, and stimulate students' interest in actively exploring knowledge. For example, tone teaching mainly explains the shape of tone symbols and the pronunciation of four tones. You can learn four tones by making up fairy tales. When teaching each letter, give them a name Such as: A (pigtail), T (small umbrella handle), H (small chair) and so on.
1.3 move.
Let the newly enrolled children sit quietly in class for 35 minutes, which will make them tired of learning. So we use various forms to make them "move" in class. For example, when reviewing "B, P, D, Q", inspire students to think: How to demonstrate the appearance of these four letters with simple actions? After a heated discussion, some students ran to the podium and stood with their feet together, their left hands rested on their hips and their right hands raised. The students suddenly shouted "B", then changed hands into "D", left hand rested on her hips, right hand turned down into "P", and vice versa.
In addition, we also use the initials, finals and whole syllables of Pinyin to form the rest practice of Chinese Pinyin. You can relax in class and consolidate your knowledge of pinyin.
"Nod, stretch, let's do pinyin rest practice.
Hands on, let's recite the initials b and p.
Twist your neck and waist. Let's recite vowel tables a and o.
Stand up straight, sit up straight. Let's recite the four syllables "Zhi", "Eat", "Yes" and "Day" together.
Listen attentively, use your head diligently and learn pinyin well. "
You don't have to do it all at once, just do one paragraph.
(4) Draw a picture.
All children like vivid and intuitive pictures. For example, in the teaching of "I", when students master pronunciation, let them try: "? "What is it like? Can you draw it? The students are busy with enthusiasm, and various patterns such as "a straw", "a pen", "a bat", "a stick" and "a section of sugarcane" make the students remember deeply. After learning all the vowels, in order to strengthen the memory, let the students choose four favorite colors and paint them on single vowels, compound vowels, front nasal vowels and rear nasal vowels, so that students can not only consolidate their understanding of the shapes of these letters, but also distinguish their subtle differences.
Games can mobilize students' multiple senses to participate in learning.
The thinking characteristics of junior students are mainly image thinking, good at image memory and weak in logical reasoning. They need tangible things to support their thinking. Therefore, when learning new knowledge, students should make full use of intuitive means, enrich their perceptual knowledge, and let many senses such as eyes, ears, mouth, hands and brain participate in learning activities. Junior students can read, learn quickly and forget quickly. How to solve this problem? Through practice, I found that it is a good method to play some games in time in the process of literacy teaching, which can enable students to master glyphs in a relaxed atmosphere and effectively prevent new words from coming back to life. Specifically, there are the following points:
2. 1 train driving: This game is played in groups. As the children say, "Woo-"
Crack, crack ",the teacher shows a new word and asks a group of students to spell syllables in order and analyze the font." 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.
2.2 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." What word is it? If you guess the riddle correctly, you will write words.
2.3 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.
Games can stimulate students' enthusiasm for learning.
Stimulating learning is to stimulate learning interest and motivation by methods. Interest in learning is the intrinsic motivation for students to actively participate in learning. Under normal circumstances, junior students can only concentrate continuously 15 minutes or so. Therefore, at the beginning of a class, we can do everything possible to stimulate students' interest in learning the text according to the characteristics of the textbook.
For example, when teaching new words, teachers can organize all kinds of interesting games with the help of the research results of strange association literacy:
3. 1 "mail delivery": please ask the students who study the most seriously in this class to be the postman and send the new word cards to the students one by one as letters. 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.
3.2 "Call Number": Put the new word card into the blackboard slot and number it. Call a student up and ask: What is a certain number? Other students answered. Ask and answer questions, and strengthen students' ability to distinguish between "phonetic characters" and "morphological characters"
3.3 "Adding bricks and tiles": Write an incomplete word and ask students to complete the strokes. For example, after completing the words "water", "cow" and "sheep", the students not only remembered the stroke order rules of the word "water", but also distinguished the vertical differences between the words "cow" and "sheep".
3.4 "Find a friend": Ask students to arrange some words with the same glyph structure together to find out whether the students remember the glyph structure. Right: such as combining "I" with "fire" into "autumn", combining "sun" with "life" into "star", combining "woman" with "she" and so on.
In the teaching process of lower grades, teachers should stimulate students' interest in learning according to this psychological characteristic, use various games selectively in time, create a pleasant learning atmosphere for students, and make teaching enter the ideal situation of "teachers enjoy teaching and students enjoy learning". Therefore, we should start from the characteristics of lower grade children, pay attention to the fun of the classroom, make full use of these games, and let students learn more effectively.
refer to
[1] Li Xinwang, Game Culture and Psychology, Psychological Science Press, 2003.
[2] Xiao Lv, Rowen. Review, history and comparison of Vygotsky game theory 2006.
[3] Lu Xiaoyan, Piaget's cognitive development game theory and enlightenment, Wenshan Teachers College, 2008.
[4] Zheng Yumin, on games and the cultivation of children's creativity, preschool education research, 2003.