Pan Hongxia Central Primary School, Anyang Town, Yun County, Hubei Province Since the implementation of the new curriculum, our teachers have had many confusions. The most confusing one is that the amount of literacy in literacy teaching is too large. Taking the first grade volume as an example, there are 500 required words that can be recognized and written. The task of literacy is relatively heavy, so literacy teaching has become one of the highlights of Chinese language teaching in primary schools. Especially in the lower grades, many classes are taught around literacy. Therefore, optimizing literacy teaching and laying a solid foundation are not only the key content of Chinese teaching in the lower grades, but also greatly help the teaching of Chinese reading in the middle and upper grades. 1. Use audio-visual media to stimulate learning interest 2. Use animation, teaching strokes and writing correctly 3. Use novel practice methods to consolidate literacy teaching Pet Electronics Toys,Cat Electronics Toys,Electronics Toys Ningbo XISXI E-commerce Co., Ltd , https://www.petspetscare.com
Because of their young age and short concentration time, the students in the lower grades should keep students interested in the 40-minute classroom teaching, which cannot be achieved by traditional Chinese teaching methods alone, while multimedia applications make the Chinese classroom full of vitality. Modern psychology tells us: "New and changeable things can increase the stimulation intensity of the cerebral cortex. Using novel methods can make students concentrate and increase interest." The most obvious feature of the use of multimedia is to trigger students' learning Interest, let students acquire knowledge in happiness. In the teaching of lower grades, I deeply feel that the application of multimedia in the teaching of Chinese in lower grades is very important.
Well begun is half done. Stimulated students' interest in learning new characters, and gave a good start to literacy teaching. In the literacy teaching of the lower grades, the multimedia technology is applied reasonably, and the scene demonstration is carried out, so that the students can deepen their impression of the new words on the basis of the appropriate perception of the text content, and create a learning and learning environment. For example: when teaching the content of fruits in literacy classification, the author downloaded a variety of colorful fruit pictures from the Internet, let the students read the pictures to read, then look at the pictures to choose words, and choose the right words, then give the applause to him through the computer . While consolidating the new words, he also designed a fruit picking game, and when he read it correctly, he gave it to him. In this way, students are always excited in the classroom, and literacy will not feel monotonous. In addition, you can also make cartoons to guide students to read, through the infection of sound, color, and light to mobilize many senses of students, such as: learning "alarm clock" and "bird" by listening to sound; learning "sun" and "moon" by observation; Action learning in the simulation film "dressing", "brushing teeth", "washing face" and so on. Because of the animation, the students showed a strong interest in literacy. The teachers just added "a spoonful of sugar", and the students scrambled to "drink" the original "bitter coffee". It goes without saying that the audio-visual media is the sugar in this coffee. This approach not only conforms to the psychological and age characteristics of children in lower grades, but also the audio and video functions of video tapes and VCD discs have superiority and imageability unmatched by any language. Over time, they greatly increase students' interest in literacy.
Primary school students mainly focus on concrete image thinking. When they encounter difficult-to-write and difficult-to-understand characters, they use animated teaching strokes, analyze the structure of the characters, demonstrate with pens, and make the more abstract process of starting, running, and closing pens intuitive. Show it to students, which can attract students' attention. Induce interest in learning, easy for students to understand the characteristics of strokes, structure, etc., and facilitate memory imitation. Ordinary vocabulary students can learn to analyze the font style and explore the meaning of the words themselves. When they encounter difficult and difficult-to-understand words, they can make full use of the advantages of audio-visual education, making it difficult for students to learn and write correctly. For example, when teaching "bird", the stroke order of the word "bird" and the fourth vertical fold hook are not easy to grasp, so make an animation that writes the word "bird", write it in one stroke, and add music to the sound of the strokes, let Students know the stroke order, and it is difficult for students to write the strokes of “vertical fold and fold hookâ€. When displaying this stroke, the animation speed is slower. When students read the animation, the traces left in the memory are deep. Another example is the difficult writing of multi-strokes such as "Eagle, Debate, and Fall", which can also allow students to follow the animation to complete the writing of each radical, and then integrate them together. Another example is easy to write typos, flashing strokes or radicals, to strengthen the students' visual and auditory organs, to achieve the purpose of strengthening memory.
Elementary school students recognize a new word and must master it repeatedly through repeated practice and timely feedback. If the animation in the multimedia can be reasonably used for teaching, it can enable students to practice repeatedly to achieve obvious results. The author will briefly talk about the application of animation in the teaching of Chinese literacy in the lower grades.
1. Beside the display sound, use the words of students
Aiming at the characteristics of literacy and fast remembering of junior students, the author adopts a practice method to solve this problem. If you show a "green" character, let the students use this word as a sound to expand another word. Some of the newly-produced characters were successively presented behind these sound-based ones, and the animation was designed. When the students spoke the new words, the computer encouraged them in time: "You are awesome! Come again!" The students are enthusiastic and thinking Active, everyone can think positively and show themselves. In this way, students not only remember the original characters, but also recognize many new ones. Such consolidation exercises not only expand students 'literacy, but also cultivate students' self-learning ability and knowledge transfer ability.
2. Video presentation to identify near-shaped words
There are many near-shaped characters in Chinese characters. Elementary students can easily recognize mistakes if they do not analyze them seriously, so they must strengthen memory through novel practice methods to form correct word use methods. Demonstrate their similarities and differences through computer courseware, and then use the methods of drawing out radicals, projecting pictures, and explaining the meaning of words to make students distinguish the glyphs. When teaching the words "running", "bubbling", "cannon", and "robes", we made pull-out pullouts for "氵", "foot", "fire", and "衤", "running", "blow bubbles", "firecrackers". A drawing of a robe ", and the words" running "," bubble "," firecracker "and" robes ". In teaching, first display the word "bao", and then pull out the side on the left of the word "bao", and then draw the picture and the group word on the right, so that the students can see the picture group word, recognize the font, understand the meaning, and master The structure rules of Chinese characters have been improved, and the students' ability to distinguish between near and near characters has been improved.
3. Stimulate fighting spirit and strengthen literacy
Primary school students have a very strong sense of competence and a spirit of disobedience. In response to this characteristic of elementary school students, when teaching the literacy exercise of the article "Four Suns" in the second volume of Primary School Chinese, the author downloaded such an animation: there are many suns on the ground (each sun has a new word in this article) , Asking students to raise these suns to the sky. If the student reads correctly, the sun rises, and the computer sounds warm applause and rewards a small red flower; if the reading is wrong, the sun will not rise. In the end, there are more safflowers than anyone else, whoever wins. In this way, the student's fighting spirit is greatly stimulated, and the student's memory of the recognized words is very firm.
In short, the use of audio-visual teaching methods to expose children to specific situations, learn new words and phrases while seeing, hearing, and feeling, make full use of children's cognitive psychology, and give students multiple senses With benign stimulation, children ’s emotional activities are encouraged to participate in learning activities, which accelerates the understanding and internalization of knowledge, enhances literacy skills, and improves literacy efficiency.