Reflection on the teaching of Chinese Pinyin 11

Part 1: Reflection on the teaching of Pinyin 11 in Chinese

After attending the lesson of "ɑo ou iu", I feel very bad about myself. I want to teach students how to give the rhymes of the complex rhymes, read the situational songs, distinguish between ui and iu, etc., and I want to catch too many things. The time required for the most important content is squeezed out, that is, the sound of the three complex vowels of ɑo ou iu is read. This is exactly the case of "smashing sesame seeds and losing watermelons." In view of the lesson of the lesson of "ɑo ou iu", in the teaching of "ie, üe, er", I want to try to do the following two points.
First, highlight the key points of teaching, and strengthen the focus of reading teaching is the center of a class. Therefore, it is necessary to concentrate more time and more energy to solve the key problems of teaching. All teaching links must also focus on teaching priorities and obey the teaching priorities. In this lesson, I am focusing on the teaching focus of ie, üe, and er. First, guide the students to see the situation map, and speak the words and words that contain the pronunciation of ie, üe, er, read them, and experience their pronunciation. Then please ask the children with good mouth shape to come up for demonstration, and the rest of the children observe the imitation. Then ask the children to speak the pronunciation method themselves, who is the one who puts the mouth shape to whom. In the final exercise, let them see the teacher's mouth shape guess letters. Such teaching links have always been gradually developed around the pronunciation of the mouth shape and pronunciation method, so that students can grasp the picture reading experience - the mouth-shaped demonstration imitation - master the pronunciation method - look at the mouth-shaped guess letters and so on a series of teaching links The pronunciation of the three finals highlights the teaching focus.
Second, the teaching process is reflected in the combination of pictures, sounds and forms. The teaching content of the Chinese Pinyin class is only words, no sentences, no storyline, and lack of certain language and text situations. Each class of students learns such abstract phonetic symbols, and these symbols are difficult to read and difficult to remember, and students are easy to feel bored. Therefore, combining the shape and pronunciation of the letters with the illustrations, and visualizing the abstract letters can stimulate the students' interest. Try to avoid boring exercises during teaching, and fully use the illustrated situation to mobilize the students' interest, so that they can enjoy reading and writing in the self-exploration and self-discovery in the beauty. In this lesson, I just let the students look at the situation map first, say the words, words, and readings with the pronunciation of ie, üe, er, then write the red writing on the book, and then think about what they wrote first. What has been written, remember the shape of the complex vowel, and finally give the vowels a practice of wearing a cap and reading four sounds. In this way, it avoids the three big blocks of “seeing pictures – reading pinyin – writing pinyin” in the past teaching. Each big piece takes a long time, and the students learn the monotonous and boring drawbacks, but they have static and dynamic There are ups and downs, full of rhythm, and students are also relaxed and adjusted in this rhythm.
Third, improve teaching methods and guide the active participation of children who have just entered school. The attention of children is short-lived. In order to enable them to master the knowledge of pinyin, they must adopt various forms and lively teaching methods to stimulate their interest in learning and guide them to actively participate in learning activities. . Therefore, the method of teaching should be scientific and the form should be varied. First-year students remember how fast and forget, how to make temporary memory effective and become long-term memory. According to the characteristics of the students' small age, activeness, love performance and strong memory, I have stimulated the students' interest by replacing the boring review and consolidation method into a variety of game forms. In this lesson, I asked students to do the game of picking apples on the corresponding plates, especially after learning ie, üe, er, and let the students put the green apples with these three complex vowels on the plate. It is to let students consolidate in time. Especially putting the er on the plate is a challenge for the students. When they excitedly put the er on the empty plate and named the plate "special vowel", this is another time to strengthen the memory, the effect is very good.

Chapter 2: Reflection on the Teaching of Chinese Pinyin 11

1. Entering this lesson, mastering the reading complex vowels Understanding and mastering the characteristics of the complex vowels ie üe er is the difficulty and focus of this lesson.
To learn this lesson, I first instruct students to review what is the complex vowel, and how to read ao ou iu, and then compare the pronunciation of the complex vowels ie üe er according to the letter combination, the teacher does the demonstration, the student imitates, most students Mastered their pronunciation methods. Learning, mastering the rhyme of the reading method ie üe er knowing and mastering the characteristics of the complex vowel is the difficulty and focus of this lesson. For example: ie; when speaking, the mouth shape of i is slowly sliding to e, and the final ending is the sound of e.
The four-tone standard is marked on the e-mother iē ié iě iè
Üe; When pronounced, the shape of the ü is slowly sliding toward e, and the final ending is the sound of e.
The four-tone standard is marked on the e-female üē üé üě üè
Er; when making a pronunciation, do the mouth shape of e, and finally lift the tongue up.
The four-tone standard is marked on the e-female ēr ér ěr èr
2. The rhyme of the complex vowel is the difficulty of this lesson. In order to break through the difficulties, I designed a game of back-tune songs in combination with the standard. First, teach the standard songs, let the children talk about the meaning of the standard songs. On the basis of understanding, whoever is back, who is the fastest and best.
Attached: the standard song: see a mother does not let go, no a mother to find o.e
After i u is listed in parallel, the i-word point is removed.
This lesson was originally placed behind i in the six finals, but it was marked on u when the standard was adjusted.
3. Learning of zero-syllable syllables: In the last lesson, we learned the syllables of zero initials. Today we learn a special vowel: er, er can express a meaning without the initials, ér: children, and, daughters; ěr: ears, Afterwards, fungus; èr: February, twenty.

Part 3: Reflection on the teaching of Pinyin 11

Under the new curriculum standards, the Pedagogical Compulsory Education Curriculum Standard Experimental Teaching Materials on Chinese Pinyin reflects the comprehensive, scientific, contemporary, and open characteristics required by the standards. This kind of teaching material has given our teachers great space for innovation. We strive to break the teaching formulas that emphasize the tone and shape of letters in the past, change the teaching methods, and strive to stimulate students' inquiry and cooperative learning spirit, and make the boring and monotonous pinyin. Classes, sparking the wisdom of students, so that students can enjoy the Pinyin class. The method I used in Pinyin teaching is:
First, let students experience the fun in the learning process.
The new curriculum standards place special emphasis on students' desire to take the initiative to learn, emphasizing that students should like to learn, are interested in learning, and feel the joy of learning. Pictures with vivid colors and vivid images can be of interest to students. Children's songs are loved by lower grade students. Its text is concise, easy to understand, catchy, easy to read and remember. In the teaching of pinyin, from the content of the textbook and the actual situation of the students, I often compose some spelling rules of Pinyin into children's songs for students to learn, which can clearly reveal the law and help students remember. Such as: use "j, q, x really naughty, never with u, they and u to fight together, see the hat will be picked." And "j, q, x, y four brothers, met a small u Let's go." The children's song, instruct students to remember the rules of j, q, x and ü; use "Don't let go, don't look for o, e, i, u and then mark it, the single vowel is not used. Say." The children's songs remember the way to adjust the rhyme; the effect is very good.
You can also use the initials, finals, and syllables of Pinyin to compose the "Chinese Pinyin Rest Exercise". You can relax and relax during class, while at the same time you can consolidate your knowledge of pinyin. Such as: nodded, stretched out, we will do pinyin rest exercises. Move hands, move feet, let's talk back to mother b, p...; twist the neck, twist the waist, let's take the rhyme table a, o...; stand straight, sit to be positive, let's take the whole recognition Read syllables zhi, chi, shi, ri...; concentrate on listening, working hard, learning the basics of Pinyin. Similar games can fully stimulate students' interest in learning.
Second, let students connect existing life experiences with new knowledge.
In the teaching of Pinyin syllables, in addition to allowing students to correctly spell the Pinyin syllables in the text, students are also reminded of what is in the real life at home, in kindergarten, on the street, in the park, etc. The pronunciation of these Pinyin syllables is similar. As soon as this topic came out, the student’s little hand was lifted like Lin. ... When monotonous pinyin letters are combined with things of interest to children in real life, students have already remembered the pronunciation of pinyin. They will have a strong sense of accomplishment. In the classroom, their eyes and faces are filled with the joy of success.
Third, find cooperation points, initial construction cooperation awareness.
The new curriculum standards actively promote students' self-reliance, cooperation, and inquiry learning methods, so that students can comprehensively improve their language literacy in their own independent activities. Can cooperative teaching be used in pinyin teaching? We are exploring and teaching. Through practice, we gradually understand that Pinyin teaching can also be cooperative learning. Just identify the point of cooperation and teach students how to cooperate. For example, in the teaching of "Pinyin 11", in the students' self-learning pinyin and consolidating pinyin, students are instructed to cooperate and learn to read Pinyin. Students have helped each other in cooperative learning and perfected each other and made great progress.
Through the teaching practice activities, I realized that the standard teaching materials of the PEP version of the curriculum reflect the spirit of the new curriculum standards in the arrangement, giving our teachers a broad space for teaching and giving students a broad space for learning. Under the new curriculum standards, teachers, textbooks, and students are an organic autonomy, cooperation, and inquiry in the carrier of the standard teaching materials for the PEP. We can only achieve the goal of new curriculum standards development by changing the old teaching methods and learning methods and actively exploring the learning methods of autonomy, cooperation and inquiry.

Part 4: Reflection on the Teaching of Chinese Pinyin 11

This year, I teach the new textbook for the first time and it is the first grade. When I first got the PEP version of the experimental textbook, I saw that each and every page of the book has beautiful scenes and colorful learning content. I think that it is easier to teach Pinyin now than the old textbooks, not so boring! However, leading the children to swim in the Pinyin Kingdom for a while, from the simple single voicing to the more difficult complex vowels, all the way came, although in the classroom with a smile, affectionately call these letters "Pinyin friends" are actually hating them. Because it is necessary to let these "children" take root in the hearts of children, it still takes a lot of thought.
First of all, the teaching of pinyin is still so boring. Sometimes only one or two letters are learned in one lesson. The content is single and students can't afford to be interested.
Secondly, our children here are talking about dialects since childhood. Many aspects are quite different from the pronunciation of Mandarin, which adds considerable difficulty to teaching.
However, no matter how difficult it is to teach Pinyin, letting children master Chinese Pinyin is the unshirkable responsibility of each of our first-year language teachers! First of all, based on the psychological characteristics and physiological characteristics of first-grade primary school students, I started by inspiring students' interest. The spirit and the material are caught together, and the encouragement language is used in the spirit to stimulate the students' interest. Such as: "Li Jing read really accurate!" "Wang Jiang read really loud!" "Jun Yan is doing very well!" Materially rewards outstanding children reward small red flowers, small apples, etc., thereby improving students' enthusiasm for learning . In the teaching of pinyin, I coded the pinyin according to the characteristics of the primary school students. For example, when I was teaching "ie, ue, er", I compiled such a song "a piece of leaves ieieie, a moon ueueue, an ear ererer!" Through the children's song, students can not only remember the sound and shape of the Chinese pinyin letters. Moreover, a rhythmic classroom rhythm was created. The students clapped their hands and rap, developed musical wisdom in the flowing rhythm, and learned Chinese Pinyin.
As the saying goes: There is no way to teach. Every teacher has his or her own personality teaching. As long as it is conducive to the development of students, I think we should all try boldly, seek a qualitative leap in exploration, and lay a solid foundation for the children's future.