Part 1: Reflection on Chinese literacy teaching in second grade

Literacy is the foundation of reading. In order to read in advance, the new curriculum standard stipulates: Literacy teaching in the lower grades of primary school Chinese should make children enjoy learning Chinese characters and have the desire to actively read; they should know 1,600 to 1,800 commonly used Chinese characters. Therefore, literacy teaching is an important part of Chinese teaching in lower grades, and it is also a difficult point in teaching. In order to achieve this goal, our teaching must not only cultivate children's interest in literacy, but also teach them literacy methods and cultivate literacy skills. During this period, students have poor learning ability, poor awareness of self-study and memorization, and a short duration of intentional attention. How to firmly grasp their attention and stimulate their interest in learning in a class is even more important. In view of this phenomenon, I use a variety of methods to teach literacy to stimulate students' interest in learning and achieve good teaching results.

1. Easily read and write according to the characteristics and requirements of the teaching materials

There are many words in the text that students are required to know and be able to read. I teach this type of words. Mainly to let students use pinyin to read the pronunciation of the characters. I use a variety of teaching methods to check the students' mastery of the pronunciation of the characters, such as reading at the same table, reading on the train, reading in groups, etc. to let the students master the pronunciation of the new words. The teacher will then use the students' pronunciation. Provide corrective guidance, especially timely guidance on the pronunciation differences between raised tongue sounds, flat tongue sounds, back nasal sounds, and front nasal sounds. On the basis of correctly reading the pronunciation of characters, students are asked to identify the character shapes and strengthen their understanding while reading the text. In this way, students can master the new characters more easily and the effect is better.

2. Use intuitive teaching aids and modern teaching methods

Children in lower grades mainly think in images, and it is difficult to have a deep impression of a certain word based on the teacher's narration alone. Following the principle of intuitive teaching and appropriately using visual teaching aids, especially audio-visual teaching methods, complex and abstract teaching content can appear simpler, clearer and more specific. For example, when teaching, I used red chalk to mark the radicals of words or error-prone areas, and coupled with multimedia demonstrations, the bright colors, vivid images, and pleasant sounds firmly attracted the children and greatly improved their performance. Literacy efficiency.

3. Use games to stimulate interest

Games are the best form of learning through play and promoting learning through play. Literacy teaching is mechanized and boring, and children are easily bored, especially children in lower grades who are active and playful and have short attention spans. The mastery of Chinese characters and the cultivation of literacy skills can only be consolidated and proficient through continuous practice. Therefore, games have become an important form of learning. Game activities enable children to change their "unintentional attention" into "intentional attention" in an active atmosphere, which improves their interest and effectiveness in literacy. At the same time, it can also cultivate their sense of competition, unity and cooperation, etc. In addition, at the beginning of class, I told the children: The teacher should invite the most disciplined and diligent children to play games. In this way, children's desire to participate in games is used to regulate their behavior and maintain good classroom discipline. The games I often use include: sending letters, finding friends, sending new word babies home, guessing words, driving trains, guessing charades, etc.

Reflection is a review and summary of work, and it provides reference for the next step of work. I hope I will get better and better! Part 2: Reflection on literacy teaching in second grade

Requirements for Chinese literacy teaching in first and second grade

Literacy is the focus of teaching in lower grades of primary school and is the basis for students to improve their reading ability. The "Primary School Chinese Curriculum Standards" clearly states that at the primary school level, students are required to know 3,500 Chinese characters, and in grades 1-2, they are required to know 1,600-1,800 commonly used Chinese characters, so that students can enjoy learning Chinese characters and have the desire to take the initiative to read. This requires us to adopt a variety of teaching methods in Chinese teaching, give students a variety of literacy methods, and bring students the joy of learning Chinese.

The literacy requirements for the second grade and the literacy requirements for the first grade have not changed much. On the contrary, the literacy tasks are heavier and the difficulty is also greater. Still using Cui Luan's words:

"The requirements for literacy and writing are different. Recognition and writing should be separated. Recognize more and write less, strengthen writing, and reduce difficulty. The lower level should be guaranteed, and the upper level should not be capped.

The new curriculum standards have specific requirements for literacy teaching in the second grade of primary school Chinese:

1. Know 450 words. It is required to read the pronunciation of the characters and understand the meaning by combining the words and sentences. Writing is not required. p>

　2 Be able to write 350 words, which requires correct pronunciation, recognition of glyphs, understanding of meaning, correct writing, and ability to use them in oral and written expressions.

3 Develop good habits. Writing habits, writing should be standardized, correct and neat.

4. Ability to look up words using phonetic sequences and radicals to look up words in the dictionary, and develop the ability to read independently

2. Concentration. Literacy.

This semester, the textbook also arranges eight separate intensive literacy sessions, of which literacy 1 to 4 have been learned. During the five years of teaching, I actively absorbed some excellent methods from my colleagues and combined them with this Based on the actual situation of the students in the class, the following teaching plan is adopted, and the students are happy to accept it.

Literacy 1: Arrangements are made for learning to write autumn words for literacy.

I use the method of association to create a teaching situation. "In the golden autumn, my parents took me to visit Baiyun Mountain. The scenery here is pleasant, some leaves have turned yellow, and the forests are really dyed; some are still green, with green and golden colors. The scenery in autumn is so beautiful!

For the following four-character words, we guide students to use the association method, that is, to remember the new words and learn to use these words.

Literacy 2: A group of verb-object phrases are arranged for literacy. Use the method of turning over pictures to read words, allowing students to look at the pictures and say sentences, and write the new words behind the pictures corresponding to the text to stimulate students' interest.

Literacy 3: Arranged to excerpt the "Three Character Classic" to praise the greatness of the motherland. Rivers and mountains, the content of national unity, mentions the Yellow River, the Yangtze River, Mount Everest, the Great Wall, Taiwan, etc. Show us a map of China, find their corresponding locations on the map, and learn new words by pasting word cards.

Literacy 4: Literacy through understanding idiom stories. Students are very interested in teaching idiom stories.

Behind this activity, it also caused some reflections on my part.

Before class, you need to prepare carefully and read a lot of materials. Students who are prepared are full of interest, while students who are not prepared are like laggards and listless.

It can easily lead to internal conflicts among students. . Some students are selfish and do not share pictures and materials with their classmates. Sometimes they waste more than ten minutes trying to solve students' quarrels.

Fancy things (such as pictures, maps, etc.) often attract students' unintentional attention. < /p>

3. Learn to read according to the text

1. "The words should not be separated from the words, and the words should not be separated from the sentences." When reading according to the text, I usually focus on correcting the pronunciation of the characters, which is student-oriented. Let the students free up the new words in the text, and then use the free words to teach the new words. If they are sister words, I will use the radicals, such as: Zhi, Zhi; if they are complex words, I will separate them, such as: Teach, travel; if it is a word that is easy to make mistakes, use the characteristics to remember it, such as: monkey, travel; if it is a familiar word, I will know its meaning and remember its shape, such as: string, cluster.

2. , and can also be interspersed with fun literacy games that are often used in teaching practice in lower grades of primary schools

(1) Card game: students make their own card-shaped word cards, and play card games with each other at the same table in the classroom. Play the cards, read out the pronunciations of the characters, and then form words to read (the more words you form, the better). Whoever plays all the Chinese character cards in his hand first wins.

(2) Paste and turn word games. : Part combination. That is, take apart some combined characters and post them separately, and let students or groups work together to combine them. Whoever combines them quickly and accurately within the specified time wins.

(3) Turn over the pictures to read the words: write the new words behind the pictures corresponding to the text to stimulate students' interest.

(4) Amplification method: When understanding complex and difficult to remember new words, have the students read them out loud in their seats. After making a stroke, the teacher or a designated student will enlarge the word and write it on the blackboard in the order of strokes read by the classmate to check the students' mastery of the new words

(5) Fruit-picking game: For example, the teacher shows a painting of a big tree with apples with new words written on it, and asks the students to make fruit baskets and pronounce the words on the fruits correctly. , group words, you can also say a sentence for commonly used words, and then you can pick them off. Whoever picks more words will be a master of literacy.

(6) Competition method: The types of competitions include group competitions, male and female student competitions, student ID competitions, etc. During the group competition, it is necessary to compare which group can recognize words, form words and memorize word shapes quickly and accurately within the specified time, or the literacy scores of all members of the group are accumulated to calculate the total score of the group. The group with the worst score will be asked to The best group bowed to express admiration and learning, and the best group was awarded a collective literacy medal.

(7) "Building a locomotive": If it is classified according to radicals, when learning words in a unit, I first write "locomotive" - ??the same radical on the blackboard, and then let Students start looking for all the new words with this radical to see whose train can be built faster, longer and better.

Reflection:

Students are highly motivated and the classroom atmosphere is lively, but students’ writing is ignored.

Teachers consume too much physical energy in class and are very tired after a class.

Games are not suitable for every class. Teachers prepare many teaching aids before class (for example, 3)

Students do not have a strong grasp of the meaning of words and are prone to typos.

4. In response to the above problems, especially to minimize students’ typos, try to take the following measures:

(1) Each student prepares a typo correction book. If you find any typos you have written, write them down in your notebook and correct them three times; compose the words and dictate them again every other week.

(2) Carry out training on combining words with homophones and words with similar shapes to create sentences.

(3) Work in pairs at the same table, help each other, supervise each other, and correct typos in a timely manner.

(4) We often say that "typos never happen overnight". If students write wrong words and do not correct them on the same day, they will easily continue to write the wrong words in the future.

Therefore, I plan to ask students to prepare a dictation book in class. Whenever they learn a new word, they will dictate it in class immediately. This can not only understand the students' mastery of the new words, but also deepen the students' consolidation of the new words. Students are encouraged to keep it in mind when writing in class.

(5) The teacher should be a caring person, record the words that students often write wrong, and try to make time to review homework every day, especially typos in homework, and correct them in time.

Literacy is the starting point for learning culture and the basis for reading and writing. The amount and speed of literacy are directly related to the strength of students' reading ability and writing ability. The new curriculum standard puts forward the requirement of "enjoying learning Chinese characters and having the desire to take the initiative to learn literacy" in literacy teaching. As the main place for students to learn, the classroom should play an active and indispensable guiding role. The importance of literacy teaching can be seen from the "thematic literacy" compiled by lower-level textbooks. Therefore, literacy teaching design should give full play to the advantages of organizing teaching content according to "topics", guide students to try to read texts on their own, learn to read independently, and acquire knowledge on their own through deskmates and group cooperation. Teachers act as The role of guidance, through the interaction between teachers and students, and students and students, allows students to learn literacy in reading and perception, accumulate literacy methods, and improve literacy speed. In literacy teaching, I pay special attention to teaching students how to read, and giving students space for independent learning, so that students can maintain an active learning state in an open and dynamic classroom atmosphere, cultivate independent literacy skills, and improve literacy efficiency and quality. Part Three: Reflection on Literacy Teaching in Second Grade

Part 1:

Literacy is the foundation of writing and reading, as well as the foundation of learning ability. The thinking characteristics of lower primary school students are mainly concrete image thinking. First-year students who have just entered school will see a large number of abstract and categorized literacy as soon as they open the textbook. This determines that literacy teaching is the focus of Chinese teaching in lower grades of primary school. It is also difficult. In order to enable students to actively learn literacy in a pleasant and relaxed atmosphere, this semester I have adopted various effective methods according to the age characteristics of children to consciously stimulate their interest in literacy, broaden their literacy pathways, and cultivate their literacy abilities. Next, let me talk about some of my practices in literacy teaching this semester:

1. Concretely visualize abstract symbols according to children’s thinking characteristics

Literacy itself is boring , and for boring things, people's emotions are always negative and passive. If children only passively read words, not only will the literacy efficiency be low, but it will also constrain the development of thinking to a certain extent. Therefore, I think we must create a good atmosphere for literacy teaching through various channels in the initial stage, fully mobilize children's interest in literacy, and constantly stimulate students to experience the fun of literacy. Only in this way can students be willing to literacy and take the initiative to literacy. For example, when teaching "Oral, Ear, and Eyes", I demonstrated the representative ideographic characters and pictophonetic characters that several students had come into contact with before school. Through the evolution of pictures and words, students could combine the resources in their minds with the things in front of them. Create connections with the pictures they see, thus stimulating students' desire to explore the mysteries of the motherland's characters and develop a strong interest in learning literacy.

2. Use the form of games to mobilize students’ interest in learning abstract words.

Interest is the motivation that motivates children to engage in learning. Games are a form that children love to hear and see. Children like to imitate, repeat, and express. I make full use of the form of games in teaching to mobilize students' interest in learning abstract text symbols, and constantly use forms that children like to hear and see to teach, such as: guessing word puzzles, finding friends, and spinning windmills? Introduce these games from children's preschool life into the classroom , making the classroom a paradise for students to learn. Students will feel the fun of preschool games in the classroom and become interested in literacy.

3. Match words with “pictures” to cultivate students’ imagination ability

Einstein once said: “Imagination is more important than knowledge, because knowledge is limited, and imagination Power summarizes everything in the world, promotes progress, and is the source of knowledge progress. "In literacy teaching, I guide students to imagine according to the characteristics of students' thinking, help them visualize abstract symbols, and cultivate students' literacy. ability.

2:

1. "Thematic literacy" is a learning content of lower grade literacy classes. Therefore, the design should give full play to the advantages of arranging teaching content according to "thematic" to guide students Try to read the text on your own, learn to read independently, and be able to learn by cooperating with deskmates and groups. In independent learning, you can acquire knowledge by yourself. The teacher plays the role of guide. Through the interaction between teachers and students, students and students, let Students learn words while reading and comprehending. In the teaching of Literacy 1, I focus on teaching students how to read, and giving students space for independent learning, so that students can maintain an active learning state in an open and dynamic classroom atmosphere, cultivate their ability to read independently, and improve the efficiency of literacy. and quality.

2. The learning process of literacy should be a comprehensive training process. In teaching, I can highlight the characteristics of literacy teaching according to the specific situation of students and adopt a variety of learning forms, such as: combining word recognition with reading; combining word recognition with reading and writing; combining word recognition with word understanding; Methods such as integrating the pronunciation, shape and meaning of characters into one.

In the teaching of Literacy 3, because the literacy is presented in the language form of a three-character song, it has a strong sense of rhythm when read, and it is catchy. Students are particularly interested in reading. Seizing this feature, I make full use of it. The form of multiple readings (named reading, group reading, male and female reading, joint reading, guided reading) allows students to recognize words while reading, and the literacy effect in the classroom is remarkable. In this literacy study, in addition to literacy, students also increase their knowledge about the nation, and at the same time enhance their patriotism and national pride.

3. In the study of these two literacy classes, due to the particularity of the southern climate, students lack personal experience of autumn and have no real life experience. Therefore, when learning, they have a passive acceptance feeling. Can be imagined through pictures. Furthermore, students lack knowledge of the Yellow River, Yangtze River, Great Wall, and Mount Everest, and do not fully understand the content in Literacy 2.

4. Judging from student feedback, it is necessary to effectively stimulate students’ interest in extracurricular reading, increase extracurricular reading, and expand literacy.

Three:

This year, I taught the second-grade Chinese language for the first time under the new curriculum reform. I found that the second-grade students had a lot of literacy and a lot of writing. In the first semester of second grade, you need to be able to write 350 words, and in addition, you need to be able to recognize 450 words.

In view of the large amount of literacy, I require students to preview before each class. However, I found that the result of such preview is that the good students are getting better and better, while the poor students are getting worse and worse. Because those good students will consciously follow the teacher's requirements and generally do well, while those with poorer students usually have parents who are not at home and no one to tutor them, so they prepare It turned into a piece of paper, and the next day, I knew nothing. If you don’t know how to read the words, you won’t be able to read the text. Those students who have previewed will be in high spirits and actively raise their hands to answer questions, but they can only sit there and say nothing. If you don't pay attention to this group of children at this time, they will get worse and worse over time and cannot keep up with other students. The measure I took was to invite more of these children when asking questions in class, but there are also some problems. It is not okay to often invite these children who cannot answer questions and ignore the group of good students who want to do their best to express themselves. It will be too hard for them. of enthusiasm. So, I thought of another way. At the beginning of each class, I announced that I would ask a classmate to answer the question after checking the preview for this class. The question was all the words that everyone recognized just now. If If you can't read it at that time, you will be given a small punishment. Since then, the students' enthusiasm has been improved. Each child is like a little rabbit in his heart. They both hope to be tapped by the teacher but are afraid of being tapped. So under normal circumstances, I will ask students from the middle and lower reaches to answer such questions, and occasionally I will ask better ones. The purpose of this is to allow students who have not previewed at home to be highly focused when the teacher is checking other students, and to be able to recognize as many Chinese characters as possible in the limited time. This will shorten the distance between you and other students.

Four:

"Thematic literacy" is a learning content of lower grade literacy classes. Therefore, the design should give full play to the advantages of arranging teaching content according to "thematic" and guide students to try their own way. Read the text, be literate independently, and be able to learn by cooperating with deskmates and groups. In independent learning, you can acquire knowledge by yourself. The teacher plays the role of guide. Through the interaction between teachers and students, students and students, students can learn more in reading. , literacy in perception. In the teaching of Literacy 1, I focus on teaching students how to read, and giving students space for independent learning, so that students can maintain an active learning state in an open and dynamic classroom atmosphere, cultivate their ability to read independently, and improve the efficiency of literacy. and quality.

The learning process of literacy should be a comprehensive training process. In teaching, I can adopt a variety of learning forms according to the specific conditions of students, such as: combining word recognition with reading; combining word recognition with reading and writing; combining word recognition with word understanding; combining word recognition with the pronunciation and pronunciation of words. Methods such as integrating form and meaning. I make full use of the form of multiple readings (named reading, group reading, male and female reading, joint reading, guided reading) to allow students to recognize words while reading and read while reading. The literacy effect in the classroom is remarkable. In this literacy study, in addition to literacy, students also learn four-character words to describe autumn and feel the beauty of autumn.

Judging from student feedback, it is necessary to effectively stimulate students’ interest in extracurricular reading, increase extracurricular reading, and expand literacy.

Five:

Chen Fengchan, Houjie Central Primary School

Requirements for Chinese literacy teaching in the first and second grades

Literacy is for the lower grades of primary school The focus of teaching is the basis for students to improve their reading ability. The "Primary School Chinese Curriculum Standards" clearly states that at the primary school level, students are required to know 3,500 Chinese characters, and in grades 1-2, they are required to know 1,600-1,800 commonly used Chinese characters, so that students can enjoy learning Chinese characters and have the desire to take the initiative to read. This requires us to adopt a variety of teaching methods in Chinese teaching, give students a variety of literacy methods, and bring students the joy of learning Chinese.

The literacy requirements for the second grade and the literacy requirements for the first grade have not changed much. On the contrary, the literacy tasks are heavier and the difficulty is also greater.

Still using Cui Luan's words:

"The requirements for literacy and writing are different. Recognition and writing should be separated. Recognize more and write less, strengthen writing, and reduce difficulty. The lower level should be guaranteed, and the upper level should not be capped.

The new curriculum standards have specific requirements for literacy teaching in the second grade of primary school Chinese:

? Recognize 450 words, and are required to read the pronunciation of the characters accurately and understand the meaning by combining the words and sentences. Writing is not required. p>

? Be able to write 350 words. It is required to read the pronunciation of the characters, recognize the glyphs, understand the meaning, write correctly, and be able to use them in oral and written expressions.

? Develop good skills. Writing habits, writing is standard, correct and neat.

Able to use phonetic word search method and radical word search method to look up the dictionary and cultivate the ability of independent literacy

2. Concentrated literacy. .

This semester, the textbook also arranges eight separate intensive literacy sessions, of which literacy 1 to 4 have been learned. During the five years of teaching, I actively absorbed some excellent methods from my peers and combined them with my own class. According to the actual situation of the students, the following teaching plan is adopted, and the students are happy to accept it.

Literacy 1: I arranged to learn to write autumn words for literacy. I used the method of association to create a teaching situation. My parents took me to Baiyun Mountain to play. The scenery here is pleasant, some leaves have turned yellow, and the forests are really dyed; some are still green, with greenery and gold. The scenery in autumn is so beautiful!

For the following four-character words, we guide students to use the association method, that is, to remember the new words and learn to use these words.

Literacy 2: A group of verb-object phrases are arranged for literacy. I use the method of turning over pictures to read words, asking students to look at pictures and say sentences, and write new words behind the pictures corresponding to the text to stimulate students' interest.

Literacy Three: Arranged to intercept the contents of the "Three Character Classic" praising the great rivers and mountains of the motherland and the great unity of the nation. It mentioned the Yellow River, the Yangtze River, Mount Everest, the Great Wall, Taiwan, etc., and showed our map of China. On the map Find their corresponding positions on the Internet and learn new words by pasting new word cards.

Literacy 4: Literacy through understanding idiom stories. Students are very interested and can be taught by telling idiom stories.

Behind this activity, it also caused some reflections on my part.

1. Careful preparation and a large amount of reading materials are required before class. Students who are prepared are full of interest, while students who are unprepared are like lagging ducks and listless.

2. It is easy to cause internal conflicts among students. Some students are selfish and do not share pictures and materials with their classmates. Sometimes they waste more than ten minutes solving students' quarrels.

3. Fancy things (such as pictures, maps, etc.) often attract students’ unintentional attention.

3. Learn to read along with the text.

1. "A word cannot be separated from a word, and a word cannot be separated from a sentence." To learn words along with the text, I usually focus on correcting the pronunciation of the characters while reading the text. It is student-oriented and allows students to free up new words while reading the text, and then use the free words to teach new words. If it is a sister character, I will use the radicals, such as: plant, value; if it is a complex character, I will separate it, such as: teach, travel; if it is an easy-to-make mistake, I will use the characteristics to remember, such as: monkey , swim; if it is a familiar word, I will know its meaning and remember its shape, such as: string, cluster.

2. It can also be interspersed with fun literacy games that are often used in teaching practice in lower grades of primary schools.

(1) Card game: Students make their own card-shaped word cards, and play card games with each other at the same table in class.

While playing cards, they read out the pronunciation of the words, and then form words to read. (The more words the better), whoever finishes all the Chinese character cards in his hand first wins.

(2) Paste and flip word games: combination of parts. That is to say, take apart some combined characters and post them separately, and let students or groups work together to combine them. Whoever can combine them quickly and accurately within the specified time wins.

(3) Turn over the pictures to read the words: write the new words behind the pictures corresponding to the text to stimulate students' interest.

(4) Amplification method: When recognizing a complex and difficult-to-remember new character, students read out the strokes aloud at their seats, and the teacher or a designated classmate amplifies the character on the blackboard in the order of the strokes read by the student. on the blackboard to check students’ mastery of new words.

(5) Fruit-picking game: For example, the teacher shows a painting of a big tree with apples with new words written on it, and asks the students to make fruit baskets and pronounce the words on the fruits correctly. , group words, commonly used words can also be said in one sentence before picking them off. Whoever picks more words will be a master of literacy.

(6) Competition method: The types of competitions include group competitions, male and female competitions, student ID competitions, etc. During the group competition, it is necessary to compare which group can recognize words, form words and memorize word shapes quickly and accurately within the specified time, or the literacy scores of all members of the group are accumulated to calculate the total score of the group. The group with the worst score will be asked to The best group bowed to express admiration and learning, and the best group was awarded a collective literacy medal.

(7) "Building a locomotive": If it is classified according to radicals, when learning words in a unit, I first write "locomotive" - ??the same radical on the blackboard, and then let Students start looking for all the new words with this radical to see whose train can be built faster, longer and better.

Reflection:

1. Students are highly motivated and the classroom atmosphere is lively, but students’ writing is ignored. 2. Teachers consume too much physical energy in class and are very tired after a class.

3. Games are not suitable for every class. Teachers prepare many teaching aids before class (for example, 3). 4. Students do not have a strong grasp of the meaning of words and are prone to typos.

4. In response to the above problems, especially to minimize students’ typos, try to take the following measures:

(1) Each student prepares a correction book for typos. If you find any typos you have written, write them down in your notebook and correct them three times; compose the words and dictate them again every other week.

(2) Carry out training on combining words with homophones and words with similar shapes to create sentences.

(3) Work in pairs at the same table, help each other, supervise each other, and correct typos in a timely manner.

(4) We often say that "typos never happen overnight". If students write wrong words and do not correct them on the same day, they will easily continue to write the wrong words in the future. Therefore, I plan to ask students to prepare a dictation book in class. Whenever they learn a new word, they will dictate it in class immediately. This can not only understand the students' mastery of the new words, but also deepen the students' consolidation of the new words. Students are encouraged to keep it in mind when writing in class.