1. How to teach new words, how much to teach, how much to teach.

I took part in the open class of this class in June 5438 +2020 10. After class, Teacher Chang Juan asked how to teach literacy in lower grades. How to teach a few new words?

The teaching of new words is to read after the text. I chose three words to focus on in class. A newspaper, a piece of paper, a prize, a newspaper and a piece of paper are easy to misspell, and the left and right structures are narrow on the left and wide on the right. The other prize belongs to the upper and lower structure and includes skimming. When writing, it should be lengthened, and skimming is longer than skimming. And the order of these three words is also a difficult point. We can't take it for granted that this is simple, all students can, or all students should. Students can not only read, but also write. At the beginning of the semester, I took writing well as a routine task this semester.

Teachers are puzzled, if only these three words are taught, how can we highlight the focus of literacy accumulation in the lower grades?

My explanation is that new words are taught in the text, but a lot of literacy is not concentrated, which is what Fu Xuelian said.

I don't think we can start from scratch in every class. It is necessary to fully predict the learning situation, preview reading and write new words in advance. Some of them have been mastered through preview, and test exercises should be set up in class.

I explained to Mr. Chang at that time that this should be aimed at the learning situation of the class and see if the students have previewed before class. My class has it, so there is a reason to choose these three words in class. The reason is: the writing is not good-looking, so you can mention it, such as skimming and holding the writing.

After class, Fu Xuelian said: Why do some teachers think that our teaching will go from one word to one sentence and finally to the text? This is worth exploring. Because we take it for granted that the last thing we want to teach is reading, and the obstacle to reading is-not knowing words.

Is that really the case? If you are a student now and start to learn Chinese characters, let's look at the first word, all of which are read by boys and girls, and read in the first row ... Remove the pinyin baby. What is the fourth word in the second line? What is the second word in the first line?

Teachers, think about it. Can students remember?

I can't remember, in fact, children's reading difficulties are all the same. If we teach them to read in this way, it is very utilitarian. Can reading more than a dozen words on a page really help them?

The answer is: no. Let's see what these words are-I don't know any of them. I want to sleep. Our children are always like this in class. The biggest problem with this literacy is that we deprive children of the right to learn independently. It seems that the teacher is helping children to clear the obstacles to literacy, but in fact, children have to read in the text, just like raising fish in the ocean, which makes them encounter difficulties. Then, children can consult pinyin, dictionaries, teachers, classmates and even the internet, so as to cultivate students' autonomous literacy ability.

Teacher Fu went on to say: Literacy should be seamless. It is actually very utilitarian to put a board on the screen, but today I don't have any links for children to read. It is also in line with academic principles for children to know words while playing.

If I want to know you, you wear glasses, I know you, you tie your hair, I know you, I know you in Chongqing, I know you when you come to Zhuhai, and I know you too. The same is true for the words you want to know. It must appear seven times in different places, so it is very important to reproduce the same word in different places and different places.

We sometimes have problems with students' evaluation, which we take for granted. When we go to school by train and let boys and girls read together, I think students will understand. Is that really the case? In fact, many children can read, because they can already read in kindergarten. But those children who didn't learn from scratch suddenly felt that they needed help. This is very harmful to children's psychology, and it will also cause a very strong polarization, which is artificial.

In fact, people's cognition needs to be constantly reproduced, rather than presenting the words one by one. So back to the original question, we should bravely let the child become an independent reader, so let him read the text first. It is normal to stumble when encountering difficulties. Combat experience can only be accumulated in combat.

Second, build scaffolding to tell stories.

However, how to make children remember stories is a teaching difficulty for teachers. We will find that children in lower grades tell stories, and there is one kind that is particularly excellent. He can tell the story from beginning to end, but he won't follow the text word for word. There is also a story that lacks links, is incomplete, and has no head or tail.

In this class, Mr. Fu teaches children the etiquette of telling stories, including how to greet everyone and how to face the audience physically. But even this would not be enough We need to build a visual support for them. In fact, the textbooks compiled by the Ministry give many methods, such as stringing pictures together, stringing verbs together, and three words to express feelings like this.

But really facing these children who just came from Grade One, you will find that when you throw him three words: proud, sad and satisfied, he can't tell a story, because this scaffold is a little steep for children who just came from Grade Two. Then how can we make him relax and let the children tell the story well? This is how I designed it. First, I used a verb string, that is, a phrase containing "land", connected in chronological order. Let the students tell who and how, and he can tell the story completely.

But this is not enough, it needs to be upgraded. How to upgrade? It is to remove all the words that have nothing to do with the protagonist and turn them into three words to express feelings. But in class, we will find that when we take it for granted that children must know what kind of emotions are pride, sadness and satisfaction, they really don't. He thinks that complacency means calmness and contentment means calmness, so in the process of continuous thinking, the children suddenly realize a very important line in this story-emotional line. It suddenly dawned on him that at first I was very proud of this painting, but when it was dirty, I was extremely sad. I didn't give up. I made it more beautiful through my own efforts, and I beat myself. As the children in the class said: I am not only satisfied with the painting, but also satisfied with myself. In this way, the theme of the article will naturally sublimate, instead of simply saying, what do you know?

How to deal with the part of retelling stories in my class?

I directly used the words "pride, sadness and satisfaction" to express my emotions. At that time, Yan Gengshuo's retelling was completed in class, because I previewed it in advance. I didn't fully estimate the learning situation of our class.

It's really reasonable to pay the teacher to build a story-telling teaching scaffold in this link. Let the children watch proudly and cry sadly, prompt the spelling of "land" and distinguish between "de" and "de". Then, prompt the students to find six such words with "ground" in the text.

These six words are "looking at them proudly", "crying sadly", "watching carefully", "lying lazily", "laughing with satisfaction" and "talking happily". Let the children find out which subjects have made these actions. Let the children tell stories, and prompt the etiquette when telling stories, such as how to point to the blackboard, how to face the students, how to say hello, how to end, etc.

Next, remove the action words of father and puppy, leaving only three words: "Look at it proudly", "Cry sadly" and "Smile with satisfaction". At this time, it is more difficult to remove Lingling and verbs. There are only three words left: "pride", "sadness" and "satisfaction". Ask another student to retell the story. And put these words on the emotional line, what kind of emotions should it be.

This is the genius of Mr. Fu, who once again let the students know the emotions without trace. At first, I just thought it was a line, but I didn't expect it to become a sentimental line.

Dealing with the story-telling link in this way and building scaffolding for students is like building a ladder for children to climb stairs. Otherwise, it will be too difficult. How can children repeat all of them?

Third, telling stories is more important than reasoning.

Which is more important, story or truth, in the text teaching of lower grades? Many teachers like to reason with children, but in fact, it is meaningless if the truth is not included in the story. Because truth is learned, not spoken, it is very important for children in lower grades, that is, remembering stories is more important than understanding truth.

Every mother has this experience. When children are very young, they always want to touch hot things. If you burn him once, he won't dare to move again next time. Some children may ask, "Mom, is this soup salty or sweet?" We'll tell him that you have to try it yourself! At this time, the child will say to you: Oh! This is the story of the pony crossing the river!

So many truths are actually wrapped in stories, and adults also like to listen to stories. There are some truths that a child may not realize, but the stories he remembers will affect his life.

Many things are not as bad as we thought. "As long as you are willing to use your head, bad things will become good things." You don't need to explain this sentence too much to your child. Just read it over and over again with your child and finally say it to yourself. I believe that in the future, when a child encounters a similar plot in his life, he will suddenly think of a teacher with glasses that day. She told me a story-The Painting of Lingling. Lingling's mood experienced twists and turns, but she didn't give up. Bad things can be turned into good things. Remembering the story is more important than knowing the truth!

In a word, the appearance of certificates is another reappearance of literacy. The red words are all new words we need to know, but the pinyin has been removed and put into a new situation. It's like meeting you again in Macau. I can still recognize you and really study. The little girl in the back is holding a calligraphy, and it still needs words that we can recognize, and it is repeated in different situations.

Should we read the text first or read the text first in junior text teaching? You can let the children read the text first, boldly let them try, let them fly in the waves, if not, let the children find ways to keep asking questions. Only in the third grade can he really learn to read independently. In the whole retelling process, remembering the story is more important than knowing the truth. How does the child remember stories? When we find that the words in the after-class questions are difficult for students to retell the story, we can build a ladder in the middle. In the last part of writing, you should see the real situation of the child. For example, in today's class, you will find that children just don't know the order of strokes. When we guess, we also observe his left narrow and right wide, structural position, key position, and finally his writing. Finally, tell the students that learning this method can write a class of words.

Setbacks and difficulties will make us grow, and so will children. Younger children can also learn to read while reading. We should give them the opportunity and strength to grow up. One day, they will grow into independent readers.

Reflection plan

If I take this course again, I will tell stories on scaffolding, and I will set up more links, such as the certificate link, and then test whether the children can recognize these new words. For example, find a piece of calligraphy paper and write the key words on it for students to read. In other words, you should set up several repetitive links for students to read repeatedly, so that there is no trace of teaching and the effect will be marked.