Literacy Strategies in Chinese Teaching in Primary Schools

"Chinese Curriculum Standard" points out in "Teaching Suggestion": "Literacy and writing are the basis of reading and writing, and they are the teaching focus of grade one and grade two." However, what puzzles us is that there are a lot of new words in the lower grade texts. In the limited classroom teaching time, we have to study, read and write, and often feel overwhelmed, which will lead to the delay or even failure of teaching tasks.

The general requirement for literacy and writing in primary school Chinese curriculum standards is: "Accumulate 3,000 commonly used Chinese characters, of which 2,500 can write." The requirement of the first stage is to "know 1600- 1800 commonly used Chinese characters, of which 800- 1000 can write." It can be seen that the tasks of literacy and writing are mainly in the first period. Therefore, the number of new words in the first and second grade textbooks is not small. So, how to improve the literacy efficiency in the classroom?

First of all, we should correctly distinguish the teaching tasks of one kind of words and two kinds of words. The first type of characters are those that require "four skills" (reading, writing, speaking and using), that is, "accurate pronunciation, clear font recognition, understanding of word meaning and correct reading, writing and using". The second kind of characters only need to achieve "temporary", that is, "can read". If we confuse the first kind of words with the second kind of words, it will certainly prolong the teaching time and increase the burden on students.

Four-step method can be used in the teaching of secondary Chinese characters. The first step is for students to read the text by themselves. Read the new words several times and underline the words. In the second step, the teacher will display the new words on the blackboard in pinyin (in the form of a small blackboard or a big screen) so that students can identify them in pinyin. The forms of recognition can be varied, such as naming recognition, train recognition, boys and girls recognition, teachers and students recognition and so on. In short, students should be fully recognized and every student should have the opportunity to recognize them as much as possible. The third step is to take off the pinyin hat and let the students read it again without the pinyin crutch to strengthen their understanding of the new words. Step four, send the new words back to the text and let the students read the text again. This time, they can read the text by name or by chapter, with the aim of familiarizing students with the text and further consolidating the literacy effect. Some teachers may be worried, so students can only read. Can students remember? In fact, the process of Chinese learning is a cyclical and spiraling process. With the growth of grade, the second-class words learned today will gradually become first-class words, and students will have to study again. Even if they don't become a class of words, students can turn "new words" into "familiar words" when they repeatedly encounter these new words in repeated reading. As the saying goes, "once born, twice familiar, three times and four times become good friends."

Secondly, we should focus on the teaching of a class of words, and we can't cover everything and treat them equally. In literacy teaching, some teachers worry that students don't understand this and they don't understand it. Therefore, from phonetics to fonts, from radicals to structures, from word formation to phonetics, they are all trying to cover everything, but the result is a fleeting glance, but it is "incomplete". Moreover, a single teaching method will soon make students feel bored and greatly reduce the effect of literacy. For example, there are 12 new words in the article "The Grape Valley" in the second volume of the second grade of the Chinese version: I, Ji, Liu, Apricot, Rice, Honey, Slope, Take, Pick, Nail, Ditch and Enough. From the students' point of view, among the words of 12, "I", "Jian" and "Po" are the most easily mispronounced, because "Po" is easy to be pronounced as "pe", "I" is easy to be pronounced as three tones, and "Jian" is a tongue sound, so we should emphasize these three words in pronunciation. "Honey" is easily confused with "honey" and "Jian" is easily confused with "Shang". So these words should be emphasized from the font; Other words are combination words, and the components are words that students are already familiar with. Students can remember these words by "one plus one" without spending too much time and energy.

In the teaching of Chinese characters, teachers should adopt various teaching methods according to students' age characteristics to stimulate students' interest in learning and strengthen their memory. Here are some simple literacy methods.

1, you can watch children's songs. Make use of the catchy and easy-to-remember characteristics of nursery rhymes to help students remember the glyphs of Chinese characters.

Such as: sunny weather, clear water, small dragonflies, big eyes, flying around to catch mosquitoes.

2, riddle literacy. Use students to explore the unknown psychology and weave Chinese characters into riddles to help students remember the glyphs of Chinese characters.

Aunt Wang and Aunt Bai are sitting on a stone. (finish)

(2) two fork in the forest, a big hand caught it. (climbing)

(3) Two children went to cut wood, but they didn't have the strength to cut it;

I'm afraid of jokes when I go home, but I can't hide in the mountains. (hidden)

Horses can walk on Wan Li Road, and soil can grow crops.

Some people are not you and me, but fish and shrimp raised in water. (also)

3, word literacy. Understand the meaning of words by using the word formation rules of Chinese characters and memorize the glyphs skillfully.

Such as: ① Hands folded is "bye-bye" and hands separated is "bye-bye".

② Baishuiquan in front of the village and Shiyan behind the village.

The guests came, and the fish and sheep were fresh, delicious and sweet.

Third, we should strengthen classroom writing training. If you want to learn to swim, you must go into the water. You will never learn to swim on shore. If students want to write correctly and beautifully, they must do it in the process of practicing calligraphy. In present teaching, we can't take "knowledge" more important than "writing". A class of 40 minutes is almost entirely devoted to "knowledge" and "writing" is put outside the class. As we all know, the process of practicing Chinese characters is not only a process of further consolidating "knowledge", but also a process of letting students appreciate the physical beauty of Chinese characters. If students are allowed to practice writing after class, it not only reflects the writing guidance of teachers.

In a word, literacy and writing are the focus of Chinese teaching in junior middle schools, and the intentional attention of junior students will not last long. Therefore, junior high school teachers should change the teaching form and insert games, nursery rhymes, riddles and competitions into their teaching activities. Only by fully understanding the learning situation, grasping the important and difficult points of teaching and paying equal attention to reading and writing can the teaching effect of reading and writing be effectively improved.