How to effectively guide junior students in reading and writing

1, students are not interested in literacy and have poor initiative.

2. The literacy method is single.

3. The range of literacy is small.

4. Single evaluation.

Tracing back to the source, it is mainly because teachers despise the guidance of "recognition" method and ignore the cultivation and development of students' active literacy ability in the usual teaching process.

Today, based on the above reasons, let's discuss together: How to guide junior children to read actively?

First, create a situation to stimulate interest in active literacy

"Chinese Curriculum Standard" lists "making students like learning Chinese characters and have the desire to read actively" as the first teaching goal. Junior students are young and imaginative, but the duration of intentional attention is very short. How to firmly grasp students' attention and create and stimulate students' interest in a class is particularly important.

1, create a relaxed and happy learning situation, stimulate students' interest in literacy and let them actively participate in literacy teaching.

I remember when I was teaching the first volume of a text "My Home" in grade one, I showed the illustrations of the text to everyone as soon as I started class and asked, "Students, do you know where this is?" Everyone felt very cordial when they saw the pictures of the house and yard, and they all shouted "at home, at home." I wrote it on the blackboard, pretending to be surprised, and asked, "How do you know this is from home?" At this time, everyone raised their hands and wanted to talk about their reasons. Some people say "because there are parents in the painting", some people say "the house in the painting is the house at home", and some people say "that yard is the home" … so that I can post the words "father, mother, home, me" on the blackboard and praise them: "You are really amazing!" . Then use pictures to guide them to read word cards.

Then, I guide the students to observe the pictures and talk about what my parents and I are doing. A child said, "Dad is watering the flowers." Some said, "Mom is washing clothes." Some said, "I'm helping my mother wash clothes." I took the opportunity to guide the students to observe the expressions of the characters in the picture, and some students blurted out. They are very happy, very happy. I seize this opportunity to tell students that besides happiness, teachers can also use the word "happiness" to express their feelings, and then guide students to read "happiness".

Studying in such a situation, students have a high interest in literacy, and also exercise their observation ability and oral communication ability.

In fact, there are many ways to create situations in classroom teaching. Teachers should choose methods according to classroom needs to stimulate students' interest in literacy.

Like making up a crossword puzzle to read.

When teaching literacy in lower grades, I often make up puzzles according to the shapes or meanings of words, so that students can guess and read, arouse their enthusiasm and improve their interest in literacy. For example, when I taught the word "wind", I compiled the puzzle as "When a tree shakes its head, a seedling bends over and a cloud runs". After the students guessed correctly, I became interested. I took the opportunity to teach the "hand" crossword puzzle and made up the crossword puzzle "Two small trees with ten branches, no leaves and no flowers, can write, calculate, draw, work every day and can't talk". For another example, I taught the word "rain" and asked the children, "Who can give this word a riddle, please guess?" This can develop children's thinking, and under the inspiration of the "hand" puzzle, a puzzle of "thousands of lines, ten thousand lines, falling into the water and invisible" was quickly compiled. After constant inspiration, the children made up many crossword puzzles, such as "two people sitting on the ground" and the answer was "sitting"; The word "pen", "there is hair under the bamboo above, so writing and drawing are inseparable"; The word "heaven" means "there is no air around, and the cross is in it"; The word "Hui", "There is no wind around, and the word is in it", such a pleasant teaching situation can easily arouse students' interest in active literacy.

Another example is making up stories to read.

I often make up vivid and interesting stories with words that students can easily remember to help them remember. For example, in "You", I will make up "A child named Fang, wearing a hat, went to play in the water." Students can be told that there must be water in swimming (next to the third water), the swimming pool is generally square (with the word "square" in the middle), and children must pay attention to safety (children) and be accompanied by adults (people). A pleasant teaching situation can make literacy teaching abstract and concrete, boring and novel, dull and vivid, passive and active, thus arousing students' strong interest.

In creating a learning situation that students can read, I often use nursery rhymes to read nursery rhymes or riddles. The content is simple, some rhymes, catchy to read and easy to remember. In teaching, I pay attention to the characteristics of Chinese characters and make up some children's songs that are easy to understand. For example, I taught the word "ask" and compiled it into "a child, look at the door, open his mouth when he sees people, and so on." Another example is the word "Bi", which is composed of three words and has many strokes. It's hard to remember, but it's a catchy nursery rhyme: "Aunt Wang, Aunt Bai, sit on the stone together. It depends on what they look like. They are all wearing new green clothes. "

When I was teaching the pictophonetic characters of "green, duck, sunny, please, eyes and affection", I made up such a nursery rhyme:

These words all have "green",

Children should be classified as "green",

Flying insects are dragonflies.

The stream is clear.

Cloudless weather in Wan Li is "sunny".

Say "please" politely,

The window of the soul is the eye.

Welcome to the Olympic Games with good wishes.

Of course, the creation of addition and subtraction literacy situation is also a method that we use more.

Multimedia can also be used to create a literate environment. (Talk about a lecture experience)

For example, "sunny" is sunny. Use courseware to demonstrate. Read the word "sunny" first, and then display the word "sunny" next to it (a sun is displayed behind it). Because "sunny" means the sun, it is pronounced beside and to the right of the word, and the whole word is also pronounced as "qοng". Show the words and phrases for students to read. Similarly, when teaching the new words "please, clear", after multimedia demonstration, let students talk about the meaning expressed by radicals and phonetic symbols. From this angle, students will basically never forget anything. This can not only develop students' observation ability and thinking ability, but also exercise students' oral expression ability.

In addition, according to children's aggressive and expressive characteristics, create various incentive situations to mobilize children's learning enthusiasm and enhance their interest in literacy. For example, some competition methods: 1, star rating; 2. compete for medals; 3. Evaluation of literacy experts; 4. Literacy challenge. Creating various interesting situations skillfully can make students learn Chinese characters actively. Then, in teaching, besides stimulating students' interest in active literacy, how can we guide students to take the initiative to read?

Second, learn literacy methods and guide active literacy.

In the usual process of literacy teaching, we often use pinyin literacy, listening and reading literacy, picture literacy, word literacy and dictionary literacy after learning. (A few simple examples)

1, guess method: For example, when teaching the word "autumn", I came up with a riddle: half green and half red. When the harvest is good, farmers laugh. Another example is "upper hair, lower hair, a black grape in the middle"-"eye"; "Thousands of lines, ten thousand lines, you can't see them when you fall into the water"-the word "rain"; "Ten mouths, a long time ago"-"ancient times"; "Cover your eyes with one hand"-the words you read and so on.

2. Split method: There are many combined words in Chinese characters, most of which can be memorized by analyzing components, such as, Gong, Xin Xinxin at the top and Li Muzi Miao at the bottom.

3. Make up rhymes, and make up some rhymes in class to help students remember new words, which has also received good results. For example, when distinguishing the words "you, friends, left and right", I put these words into a jingle: "Work on the left, work on the right, and come back next month, friends"; For example, when teaching Friends, you can compose a children's song "Two moons walk side by side and soon become good friends". In order to make students remember the word "beauty", I made up a two-part allegorical saying "The king wears two flowers on his head ―― a smelly man".

Comparative method. For example, when teaching Dharma and Diu, I will review the word "Qu" first, and then use the new word with the old one to compose a nursery rhyme: "Qu" has an inclined hat on his head, Diu Diu; There is a bubble next to the word "go".

In addition, by adding and subtracting strokes to the learned words, many new words can be brought out, such as Gong Yao and Riyou A, which can be compared with each other and can achieve the purpose of literacy.

In the specific phonetic environment, teaching is also carried out in a comparative way. For example, when teaching homophones "sit, sit, do, do", I will organize students to practice word formation or sentence filling on the basis of distinguishing the sound, form and meaning of "sit, sit, do, do". For example, Xiaohong (sitting) is doing business in his (seat) position. Through practice, students' understanding of "sitting, sitting, walking and doing" has been deepened.

Image memory method. Pupils are good at association. For example, when remembering the word "dang", they said: A mountain has been knocked down, but the small trees on it are still standing. When they learned about the role of silkworms, they said that "silkworms" are the best insects in the world.

Playing games in middle school is also a good method. Such as picking fruits, sending letters, finding friends, looking up passwords, challenging reading, etc., can not only arouse students' enthusiasm for actively participating in literacy, but also enable them to read actively.

Third, let literacy come into life and cultivate the desire of active literacy.

1. Know students' names and improve their literacy.

In order to let the students see word baby more often, I prepared a seat map of the whole class for the children to recognize their names. Classroom exercise books are often sent by different students. In this way, students can know the names of the whole class in a short time, and the literacy is greatly increased.

2. Reading and writing ability in campus life

The rich campus cultural atmosphere is also edifying the children in the silence. An inspiring aphorism, a beautifully illustrated poster and an eye-catching school board are all good resources for literacy teaching. "Politeness is on the right." "The school is my home, and cleaning depends on everyone." "Grass also has life. Let's love together. " ..... I let my classmates be little teachers to each other and teach you to read. In such activities again and again, the students learned about the campus and got close to it. At the same time, I know a lot of Chinese characters related to school life in a pleasant atmosphere.

3. Learn to read in social life.

Words are everywhere in life. With the great popularity of modern media and the increasingly rich cultural life, students' knowledge is also increasingly broad. Literacy should make use of Chinese education resources in real life and extend to extracurricular activities. Children like to eat snacks, so I encourage students to collect food labels. Children are very interested. They collect "Shanghaojia", "Children's Potato Chips", "Strange Beans" and "Wangwang Snow Cake". It seems that literacy makes them like to eat delicious food. In addition, there are countless Chinese characters in various slogans, shopping mall names, commodity packaging, and station advertising columns. They can all be effective resources for students to read. Literacy in life, apply what they have learned, and students have tasted the sweetness of literacy. In this process, teachers should regularly exhibit children's carefully designed works, compare who is the king of literacy, praise and encourage more, and children will be more interested in literacy.

Fourth, give play to the role of encouragement and guidance of evaluation, and stimulate the desire for active literacy.

There are various forms of literacy evaluation, but we must evaluate them in place so that they can enjoy the fun of literacy constantly. This will stimulate their awareness of active literacy.

1, student evaluation, group evaluation.

2. Teacher evaluation

(1) Speech and action evaluation.

In the classroom, we should always capture the progress and highlights of students. When students have different literacy methods from their peers and firmly remember new words, they should encourage them with language in time. I often use it in teaching: "You are amazing, you can read such a good literacy method!" " ""You are almost the king of literacy in our class! " "You have gone too far! You know all the words that children don't know. " And so on to evaluate students by evaluating language, students are happy to hear such words. With the encouragement and affirmation of teachers, they will take the initiative to read in their lives.

(2) Physical object and honor evaluation.

If we only evaluate Chinese regularly, children will get bored and lose interest after a long time, and their initiative in literacy will also decline. Students will have a deep and strong sense of accomplishment through activities such as physical rewards or the selection of literacy kings. Therefore, on the basis of Chinese evaluation, I also encourage students through in-class rewards. These objects are very inconspicuous, sometimes they are small stickers, sometimes they are red apples cut with paper, or they may be small cartoon characters drawn by themselves ... But in children's eyes and hearts, it is great to get prizes from teachers, so that they will have new motivation to study.

Combining literacy activities with class "star challenge" evaluation activities and setting up a special column in the evaluation column is literacy. Look at the weekly literacy expert, the literacy king and the little teacher. The teacher can draw him a star in the evaluation column.

In order to be praised and rewarded by teachers and strive to be primary school teachers, students will take the initiative to teach themselves before class and use their brains to think about literacy methods. Their learning initiative will gradually form and be well reflected.

3 comments from parents. (for example, talk about practice)

Other specific evaluation methods

(1) literacy record table. The form records the literacy of students in each class, which is recorded by teachers and teaching assistants. All of them hit two stars, and one or two hit a star by mistake. At the same time, we can see who reads fastest.

(2) Literacy Exhibition Corner. Set up a literacy exhibition area on the classroom wall to show students' literacy gains in extracurricular practice. Such as "food bags", "trademarks", "signs" and "words on extracurricular books".

(3) Literacy star rating meeting. Ask the students to write the words they know after class in their literacy books, hold a star rating meeting once a month, and determine the literacy stars according to their literacy, with 20 words as a star.

The Chinese Curriculum Standard for Primary Schools clearly points out that literacy teaching should take language factors familiar to children as the main materials and make full use of children's life experience. Teachers should pay attention to teaching children learning methods and try to combine knowledge with practice. In a word, in the teaching of literacy in lower grades, the teaching of literacy has changed from boring to interesting and single variety. In order to make children learn quickly and remember firmly, teachers must master their psychological characteristics, make literacy teaching full of fun, and make literacy become students' spiritual enjoyment and daily needs. Over time, students will develop good active literacy habits.