The first-grade Chinese textbook compiled by the Ministry has the characteristics of moral cultivation, young convergence and all-round enlightenment, which has changed the traditional arrangement ideas. The Chinese Curriculum Standard for Compulsory Education (20 1 1 Edition) clearly points out: "Let students learn Chinese Pinyin, and they can correctly pronounce initials, finals, tones and syllables." Pinyin is a difficult point in Chinese textbooks for primary schools. The teaching time is long and the content is boring. Perhaps the problem lies not in Chinese Pinyin itself, but in not finding a more scientific teaching method. We should position Pinyin as a tool, a literacy tool and a tool for learning Mandarin. The teaching of Pinyin in the new textbook has been reduced from four units to two units now, which reflects the positioning of Pinyin in serving students' literacy. Curriculum Standard requires "three reductions" in pinyin teaching-reducing the requirements of taking notes, spelling and writing. Based on this understanding, the teaching objectives should be adjusted accordingly, and it is enough to write and memorize the alphabet correctly.
Second, the arrangement of Chinese Pinyin in the new textbook includes letters, situation maps, syllables, nursery rhymes, pinyin writing, etc. Then, according to the characteristics of the textbooks compiled by the Ministry, how should we help students learn Chinese Pinyin as an auxiliary learning tool?
The situational pictures in the textbook are exquisite and complete, beautiful in literary grace and bright in color, which provide students with interesting story situations and can better exert their imagination. In teaching, teachers should first understand the situation map and guide students to reconstruct the situation map, which will definitely make the boring and monotonous teaching of Chinese Pinyin interesting.
ZCS is equipped with situational maps of teachers and students' classroom learning. In class, the teacher asked the students to observe the situation map first, and asked them to say who was drawn on the map and what they were doing. The students scrambled to speak and made up a vivid story: in class, Mr. Xiong wrote carefully on the blackboard, the students of Little Hedgehog listened carefully, and the silkworm baby spun silk on the leaves outside the window. Later, the teacher asked the children to play a game: "The first letters are hidden in this picture. Can the children find them? " The students were full of enthusiasm, as excited as discovering the new continent, and raised their hands to speak: "Little bear writes ZZZ, like a 2-character ZZZ", "like a hedgehog CCC, like a semicircle CCC" and "Spring silkworm spins silk SSS, half an 8-character SSS". The illustrations in the textbook are silent language, and the comprehensive situation map can prompt the shape of letters. Teachers can help students to establish letter-like connections with specific things.
Through teaching practice, it is known that teachers can deepen students' impression of pinyin by using situational pictures in textbooks; While teaching Pinyin, we should make full use of students' oral foundation and cultivate their language ability. Cultivate students' observation ability and make them happy to learn.
Third, the use of tone pinyin festival is the characteristic of the textbook compiled by the Ministry. High-frequency commonly used syllables are selected in teaching materials to improve teaching efficiency, closely link with students' oral practice and help students pronounce with familiar things in life.
When learning the spelling "zuó", the teacher first demonstrates "z-u-ó" and "left and right", and then the students follow suit to help students pronounce. Then, the teacher asked the students to practice the spelling "zuó" by the "little teacher" in the way of saving reading, individual reading and group reading. The teacher's lens shows the formula of "speak softly and let vowels sound quickly", and at the same time, let students observe the color of "z-u-ó, zuó": Z is purple, reminding students to read the initials clearly; U is light gray, reminding students that mothers should read shallowly and shorter; It is bright red. Remind students to read vowels loudly and help them master the spelling essentials.
Spell syllables with tones and present syllables in a combined way, with the same horizontal initials and the same vertical finals, which is convenient for students to carry out comprehensive spelling exercises, optimize presentation methods and pay attention to spelling effects.
Four, from the beginning, each lesson is accompanied by nursery rhymes, so that students can consolidate the pinyin they have learned. Children are naturally attracted by the rhythm and rhythm of language. Teachers use nursery rhymes to help students memorize pinyin in pinyin teaching, which not only makes pupils feel interesting, but also is easy to learn.
After learning Z, C and S, the textbook is consolidated with the nursery rhyme "Crossing the Bridge", which vividly describes the process of doing math problems. The words at the end of each line rhyme, and the rhyme of "Tao, Bridge and Music" is catchy to read. Among them, "four, doing, wrong and walking" consolidates the initials Z, C and S that students have already learned. In class, teachers ask students to read aloud in different ways, including boys and girls reading aloud, group reading aloud and performance reading aloud, which not only stimulates students' interest in learning, strengthens language accumulation, but also gives them a sense of accomplishment. In the choice of nursery rhymes, the new textbook pays attention to the value and humanistic connotation of the development of traditional culture and nursery rhymes language. "Chinese education is to let children's innate language ability grow." At the same time, learning pinyin with jingles is also a way that students like.
5. Through teaching practice, we realize that the arrangement of the textbooks compiled by the Ministry embodies the spirit of the new curriculum standard, and the main line of the textbooks is balanced and progressive with "broad humanistic theme" and "China elements". The teaching of Chinese Pinyin also requires teachers to use teaching materials flexibly, to stimulate students' thinking to the maximum extent, to mobilize students' initiative in learning, to accumulate experience in normal teaching practice and to actively explore.