Literacy methods should be used correctly.

There are five common methods: figure literacy, guessing literacy, rhyme literacy, story literacy and component literacy. How much do you know?

Several common literacy methods:

1. Graphic literacy

The so-called graphic literacy method refers to a method of using pictures (stick figures, stickers, etc.). ) to help remember glyphs. This method is mainly suitable for hieroglyphics. Reading in this way is not only interesting, but also can cultivate students' imagination. For example, the simplest hieroglyphics such as "Sun, Moon, Water, Fire, Mountain, Stone, Field and Earth" are all pictographs of physical objects, with simple strokes and close to pictures. Learning this Chinese character can give full play to students' imagination. Let the children imitate the ancient man-made words: what is the "mountain" for painting mountains? Talking about how to write "Tian", everyone has a strong interest in creating and saying words, and at the same time they realize the sense of accomplishment in creating words with images, and also remember words with glyphs.

2. Guess reading and writing ability

As the name implies, crossword puzzles are a way to help students read by making up riddles and guessing riddles. This method is suitable for Chinese characters with relatively simple bookshelf structure and certain connections between components. Consolidating the knowledge learned by guessing riddles can not only arouse enthusiasm, but also cultivate students' logical thinking ability. Such as: "bite off the hand and tail" (accusation); "One point one horizontal, the fork is at the top of the door." (text), etc. Using riddles to help literacy according to the characteristics of glyphs can stimulate students' interest and activate their thinking. In the process of "guessing", students naturally understand and master glyphs and meanings.

3. Make up children's songs and read fluently

This method is to help students read by composing children's songs and fluency. This form of helping students to read through visual language is easily accepted by students, which can make students read in an interesting and relaxed way. For example, a man surnamed Wang has two pieces of candy (gold) in his pocket; "A man is bold enough to put the king under his feet" (all); Two children sitting on the dirt (sitting); The fluent reading method of children's songs is humorous, entertaining, easy to learn and remember, which can not only show the interest of Chinese, but also improve the effect of literacy. If you learn the word "love", read: "Claw prefix, flat treasure cover, children are so cute." Small pencils have sharp points, and small ones should be remembered (pointed); Children should sit up straight, if not straight, they will be crooked (crooked); Big mouth mother waits for small mouth, and small mouth wants to go home. "

4. Story-making literacy method

Story-making literacy is a way to skillfully connect several components of Chinese characters with stories to help students read. This method is suitable for memorizing words with complex glyphs. Most Chinese characters are composed of several parts. If you use your imagination and skillfully connect several parts, you can turn abstract words into vivid stories, which not only makes boring abstract strokes full of aura, but also adds interest to literacy. For example, the word "extinguish" (in case of fire, douse it with water); The word "swim" (there is a child wearing a swimming cap swimming in the square swimming pool); The word "left" (the person on the left is trying); The word "right" (the person on the right is munching). Think about it, these words will be deeply imprinted in your mind, and students' imagination and creativity will be developed at this moment.

5. Component reading and writing method

The so-called component literacy method is to use the familiar components learned to replace the radicals of words with the method of "adding one, subtracting one and changing one" to help students read. This method is mainly suitable for pictophonetic characters and characters with the same components. For example, if you remember "please", "love" and "Qing" by adding "ju" to the word you have learned, you will know that "Qing" is related to "water" and understand the meaning of the word "please", so you have to use your mouth, so there is a word next to it; Love is related to mood, so add "beside the vertical heart". Using the sound and shape of pictophonetic characters is helpful to master the sound, shape and meaning of Chinese characters.

Primary school literacy teaching methods mainly include the following:

First, we can read with the help of objects, pictures and actions.

Pictures and physical images are intuitive and easy to arouse students' interest and attract their attention. In the process of literacy teaching, this method can be used for all new words that can be displayed in kind, pictures (stick figures) and visual teaching AIDS and can arouse students' curiosity and thirst for knowledge. For example, in the unit teaching of "Words and Painting", I used this method, and students quickly learned the words "melon, cloud, rain, sheep, cow, insect, ear and net". In the process of literacy teaching, it is an effective method for students to read aloud with body parts and facial expressions when they encounter abstract and difficult new words representing actions in performances. For example, when learning the words "shake, push, swing, hang and find", I guide students to create appropriate action expressions to perform, so that students can remember these words in a short time. Using this teaching method, students not only firmly remember, but also deepen their understanding of the meaning of Chinese characters, and at the same time infiltrate a literacy method for students.

Second, classified literacy.

From the word formation of Chinese characters, there are pictographic, fingering, knowing and pictophonetic characters, and there are certain rules to follow. In teaching, if students can be properly classified, it will not only help students improve their literacy effect, but also enable them to draw inferences from others and expand their literacy scope. For example, in the learning of Literacy 1-2, the words "tree, pine, cypress, poplar, pear, branch and wood" to be recognized are all pictophonetic characters with "wood". In teaching, I guide students to observe and find out the similarities and differences of these words, so that students can draw the conclusion that "there are all these new words?" Wood? It's all about trees. "At the same time, let the students think about what other words they know. Wood? This word is then exchanged. In this process, students not only know the new words in this class, but also know some extra-curricular new words, which broadens their literacy. For another example, in the "magic tower" lesson, I took out three new words "light, hall and beating" for the students to recite. By observing and comparing, the students' answers are really brilliant. Some students said, "Do you have all three new words? Ding? , use? Fire? what's up Lights? , use? Factory? what's up Hall? , use? Hey? what's up Hit? " . Some students said, "Because there is? Fire? Could it be better? Lights? Can you use your hands? Hit? " . In this way, some poets who share the same point are classified. Through comparison, the effect of literacy is improved, and it is also beneficial for students to distinguish similar words. Classified literacy plays an important role in students' literacy, which not only helps students to connect old and new knowledge and form a certain literacy structure, but also helps students to broaden their literacy scope. In addition, classification is one of the most effective ways to consolidate new words in literacy teaching. It is of great help to cultivate students' analytical ability and comprehensive ability. In literacy teaching, radical classification (beating, shaking, swinging, pushing, searching and hanging) should be carried out in time; Classification of appellations (father, mother, grandmother, grandfather); Classification of place names (Beijing, Shandong, Jinan, Luzhen); Name classification (Tintin, Dongdong, Mingming) and other classifications such as animals, fruits, vegetables and articles. Through this classification, students can see at a glance, deepen their impression of new words and cultivate their thinking ability.

Third, contact life and related literacy.

Language comes from life and eventually returns to life. Combining literacy teaching with real life can not only deepen students' memory effect, but also help students to apply new words in practice. For example, when learning the new word "Yan", students encounter literacy difficulties because they don't know "Yan" and "Page". At this time, I promptly guided "Have you seen it in your life?" A stone stirred up a thousand waves, and the students raised a pair of small hands. This one says, "I know. This one? Yan? Is it a color? Yan? " . "Colorful faces are written like this". That one said, "I know, too. This? Yan? Is it watercolor paint? Yan? " . The students' answers are all wonderful. It seems that the resources of life are endless, and it is self-evident that making full use of the resources of life is helpful to literacy. In addition, new words (familiar words) that students have learned before plus radicals become new words. Easier to remember. At the same time, you can also use games in class to deepen your impression. Let some students play the radicals, and some students play the new words they have learned. It is also good to let friends remember new words through the game of finding friends. You can also remove some of the new words you have learned before and become new words. For example, learning the word "walk" means that when the word "lost" is dropped, it becomes "walk" and "home" becomes a tapir without a roof. The learning process can also be turned into a game process. Students can play different new words and tell them which part can be removed to become new words, so that the classroom atmosphere is also active, students' interest in learning is also improved, and they can remember more new words. In literacy teaching, it is very useful to make full use of students' life experience, familiar language factors or contact with texts to help literacy, and at the same time give students literacy methods to improve their literacy effect.

Fourth, read through the game activities.

Junior students are weak in attention, active and easily distracted, and it is difficult to concentrate on something for a long time, but they have a soft spot for games. Games are children's nature. Therefore, using students' favorite games in literacy teaching can attract students' attention, activate the classroom atmosphere, and make students always in a happy state of mind when playing middle school and studying, which can get twice the result with half the effort. The game modes I use in literacy teaching are: driving a train, happy confrontation, solve riddles on the lanterns, walking a maze, finding friends, matching skillfully, finding a home for chinese baby, sending letters, picking fruits, breaking through barriers, building a house, hurdling and so on. At the same time, students are encouraged to write sentences, nursery rhymes, riddles and stories by themselves. For example, after learning the word "pull", the students made up a short story: several children were tug-of-war with ropes in their hands, and the point above "friends" was the sweat on their heads. What an imaginative masterpiece! For another example, after learning the word "painting", the students made up a riddle "A child named Tian went to make a boat"; When learning the word "spring", I made up a riddle "Three people watch the sunset"; When I was learning the word "gold", I made up a riddle "A man, surnamed Wang, had two pieces of candy in his pocket". In the consolidation stage of learning literacy 1, I showed "Qi" and "Leaf, Wood, Ben, Fire, Half, Master and Plum", and asked my classmates to play "Happy Touch" at the same table. In this process, the components and Chinese characters are combined into new Chinese characters, and the deskmate applauds and says "happy". Hey? And then what? Fire? Touch it, man. "Students can also expand themselves, such as" Let's touch joy, let me touch it. "? Hey? And then what? Door? Touch it, children. With the help of this form, students can reorganize Chinese characters in the game, cultivate their thinking ability, and improve their literacy pleasure and memory effect. For another example, driving a train is a game with a long history. This kind of game can check students' literacy effect on a large scale, and it is also very beneficial to mobilize students' learning enthusiasm. Usually in the early stage of literacy, I will use the form of driving a train to find out how familiar students are with these sounds, so that I can carry out targeted teaching and improve the learning effect. In the consolidation link, I will also use the method of driving a train to consolidate and strengthen the learning effect of students in time. I also improved the game method. At first I interacted with my classmates with applause. "Where does the train go?" "The train is going here!" And there are various forms, such as monorail train, double-track train, round-the-city train, mountain climbing train and so on. The game method of driving a train with various forms and simple operation has brought adjustment to the literacy process and is of great benefit to mobilizing students' learning enthusiasm.

Fifth, follow the text.

In classroom teaching, we emphasize reading aloud with the text, taking various forms such as playing recording, demonstration reading, guided reading, point reading and silent reading, so that students can listen more, see more and think more, fully mobilize students' various senses, and combine students' conscious memorization with unconscious memorization, so as to master the reading and writing of Chinese characters and accumulate materials and lay the foundation for extracurricular literacy.

Sixth, reading with learning and application.

When you learn words, you can use them to say and write. If you use it too much and use it well, you can be "complete". Let students learn to use it in their daily life to achieve the fundamental goal of literacy. For example, after learning Chinese Pinyin, I set up a "one sentence a day" activity. The teacher writes a sentence on the blackboard every day for the students to recognize and say. With the increase of literacy, let the students write one sentence and the teacher write one. Students can read by communicating with teachers. Teachers can also write notices and homework on the blackboard, organize students to issue business cards, collect information and pictures, and find typos. Use opportunities such as surfing the Internet, watching TV, sightseeing and going out to actively read and cultivate students' good memory habits. Encourage students to make full use of teaching materials to read and write independently in their daily lives.

In short, there are many ways to read. In the process of literacy teaching, we can only skillfully use all kinds of literacy methods to stimulate students' interest in learning, let students master all kinds of literacy methods, feel the joy of learning language and writing, feel the infinite charm of the motherland's language and writing, truly enjoy the real happiness brought by language and writing, love language and writing more, and gradually develop the habit of autonomous literacy, so as to improve the ability of autonomous literacy and lay a solid foundation for the future development of language and writing knowledge and ability.