Chinese Pinyin teaching is relatively boring, and it is easy for children who have just entered school to lose interest in learning. For this reason, the "Chinese Curriculum Standards" put forward newer and more flexible requirements for the teaching of Chinese Pinyin, namely: "The teaching of Chinese Pinyin should be as interesting as possible, and should be based on activities and games, combined with the teaching of learning to speak Mandarin and literacy. "This requirement puts fun at the forefront. It can be seen that how to make abstract pinyin symbols "live" and "move", make Chinese pinyin teaching full of interest, stimulate students' interest in learning, and improve teaching quality are important issues faced by Chinese pinyin teaching under the new curriculum concept. How can I solve this problem? According to the practice of the author and most teachers, good teaching results can be achieved by striving to achieve the following aspects.

1. Make full use of the situation pictures in the teaching materials and add child-friendly language.

In the Chinese Pinyin section, the Chinese textbook includes situational pictures to help students learn initial consonants and finals. It attracts students with vivid and intuitive images. When teaching, you can make full use of these favorable factors to organize teaching. For example, in the Chinese Pinyin "g k h" lesson of the People's Education Press, a teacher guided it this way: "Yesterday we met a few Pinyin friends. Let's continue to make friends with Pinyin today, shall we? Look, a cute little bird flew in Come to our classroom, (show the relevant cards at any time and post them on the blackboard) to see who it is? Which pinyin friend does it bring to us?" This statement immediately attracted the attention of the students. . Students perceived the sound of "g" through observation and communication. When guiding students to memorize glyphs, guide them like this: "Compare, which child has the brightest eyes and first discovered which parts of the picture look like 'g'?" Let students observe and discover on their own, using their own words come out. In this way, students' ability to speak Mandarin and observation is subtly cultivated, and at the same time, the memory of the "g" shape is deepened. Then the teacher guided like this: "Where is the home of 'g'?" The student said: "The home of 'g' is in the middle and lower grids." The teacher followed the trend and said: "The pigeon is tired of flying, let's send it back How are you home?" Then he demonstrated how to write the word "g" in the four lines and three spaces. After seeing it, the students wrote the word "g" seriously in their homework books with joy. Such language that is full of children's characteristics and full of love arouses strong interest in students, subtly cultivates students' humanistic qualities, and highlights the connotation of human nature.

Second, highlight the subject and let students become the little masters of pinyin learning.

The new curriculum standard points out: learning Chinese Pinyin should be combined with speaking Mandarin, and in the teaching process, independent, cooperative, and inquiry-based learning methods should be promoted. Teachers should create situations to allow students time and space for autonomy, cooperation, and inquiry. Making up children's songs to help memorize Chinese pinyin is one of students' favorite learning methods. Teachers can guide students to make up children's songs by themselves. For example, when reviewing and consolidating "g k h", a teacher gave this guidance: In the previous study, we learned to use children's songs to help memorize the Chinese Pinyin letters. Now, let's guess the riddles together. I'll say the first half of the sentence, can you say the second half? ? The student said loudly: "Okay!" (teacher) the lower right semicircle (student) b b b, (teacher) the upper right semicircle (student) p p p, (teacher) two door openings (student) m m m, (teacher) one door opening (student) n n n, (teacher) a cane (student) f f f, a small stick l l l. In this way, through the form of guessing, students are highly motivated to learn, and the teacher guides: The initial consonants we learned today can also be memorized by making up children's songs, such as "Pigeon pigeon g g g, please make up your own children's song k h. The children passed by After thinking and discussing, the little hands immediately raised. One said: tadpole tadpole k k k; the other said: like a machine gun k k k. One rushed to say: Teacher, I make up children's songs like this, drink water drink water h h h; next to Another classmate said: Like a chair h h h... And the overall recognition of syllables can guide students to remember and distinguish them from the finals, big y small i-yi yi yi, big w small u-wu wu wu, big y small <—yu yu yu; big y plus in—yin yin yin; big y plus ing—ying ying ying; big y plus

Practice has proved that memorizing these overall recognition and pronunciation syllables in this way has the best effect. At the same time, students can experience the joy of success in the process of independent participation in learning.

3. Create an atmosphere for students to learn Pinyin through activities.

In Pinyin teaching, as long as we pay a little attention, we can find that opportunities for practical activities in Chinese Pinyin teaching are available anytime and anywhere. If we can make good use of these activity opportunities to help learning, the teaching effect will be great. Same. There are many letters in Chinese Pinyin that have similar shapes, such as b—p, m—n, t—f, d—b, q—p, etc. You can guess the letters by looking at the teacher’s mouth shapes, or students can guess the letters by looking at each other’s mouth shapes. You can let students cut and place them by hand. Tone is a big problem for children in learning Chinese Pinyin. Through practice, we have found that whether it is vowels or syllables, when practicing reading their four tones, such as zh zh zh zh, let students make gestures according to the shape of the tones. If students have mastered the stroke names, they can also use stroke names. Record it like this: One sound is horizontal, the second is raising, the third is small hook, and the fourth is right oblique. If you persist in this way for a long time, it will form a habit. Once students can read, they will be able to mark the tune, and they can use both oral and hands to overcome the distraction of children due to restlessness. Characteristics of Attention.

4. Design games to allow students to learn Pinyin happily.

Psychological research shows that children cannot maintain their attention for long periods of time. When teaching Chinese Pinyin, if students spend the whole class repeatedly recognizing and pronouncing initial consonants, finals, or spelling out syllables, they will feel bored and lose interest in learning. Therefore, in the teaching process, according to the actual situation, the form of games can be used to allow students to participate in the game, so that they can learn independently and easily. For example, after learning to spell syllables such as gB kB hB ge ke he guB kuB huB, you can use Play the game "Find a Friend" to solidify knowledge of these syllables. That is, the teacher or student reads a syllable, and other related students come together after hearing it to form a syllable; you can also spell it out by "driving a train" to see who can read it more accurately and louder. This allows every student to have the opportunity to participate in learning activities, let students learn in enjoyable games, feel that learning is also a kind of fun, and thus develop a strong interest in learning.

There are many methods for teaching Chinese Pinyin. As long as we are good at discovering, applying and summarizing in teaching practice, we will be able to achieve good teaching results. Errors in writing Chinese Pinyin letters and their corrections 1. Wrong direction of strokes Wrong direction of strokes mainly refers to the wrong direction of strokes in full circle strokes and semicircle strokes. Some beginners who are learning Pinyin are used to making full circle strokes in a clockwise direction, from top to bottom right, such as "O↘"; some are accustomed to making full circle or semi-circle strokes, moving from bottom to upper left or upper right, such as " ↖C, O↗”. The correct way to write a full circle stroke is to start from the top, move the pen to the lower left, and write it in one stroke, such as "↙O". Correct writing of semicircle strokes, whether it is a left semicircle or a right semicircle, should be written from above. The left semicircle should be written from top to left and bottom, and the right semicircle should be written from top to bottom right. It should be written in one stroke, such as in "p" "﹚↘" and "↙﹙" in "q". By the way, I would like to mention the stroke direction of the Yangping tone signature. Beginners are easily affected by the "skipping" strokes of Chinese characters. When writing the Yangping tone signature, they should go from top right to The pen movement is from the lower left to the upper right. This is wrong. The correct writing method should be from the bottom left to the upper right. This movement of the pen can just indicate the reading trajectory of the tone. 2. The letters "i, j, ü" are written in the wrong order. Beginners like to write the upper "dot" first, which is mainly due to the "top to bottom" rule of Chinese character strokes. The two letters "f and t" should be written last. Beginners are accustomed to writing "horizontal" first. This is mainly due to the rule of "horizontal first, then vertical" in Chinese character strokes. In fact, the horizontal stroke in these two letters should be written last, and some people are used to writing the letter "x" first. It is also wrong to write "x" diagonally left vertically first and vertical diagonally "right" later, because this will make it easier to write the letters after x. 3. The number of strokes is wrong. The number of strokes is wrong, including both extra strokes and missing strokes. For example, the letter "k" should have two strokes, but someone wrote it as three strokes. This is because the "<" stroke should be one stroke. It is caused by breaking it into two strokes. Another example is that "w" should also be written in two strokes, but some people write it as four strokes.

This is because the "∨" stroke that should be a stroke was artificially changed from the lower left to the upper right at the corner by forcibly changing the writing direction during the stroke, thus changing the stroke from the upper right to the lower left. It was caused by two paintings that went against the trend. The eight letters "α, b, d, ɡ, n, p, q, u" are all written in two strokes, and beginners may write them in one stroke. If this kind of error correction of few strokes can be combined with correcting the error in the direction of the stroke, it is easy to achieve the desired effect. 4. Wrong letter position This error refers to the fact that when writing lowercase Chinese Pinyin letters, the letters occupy the wrong position in the four-line grid. For example, the dots on the letters "i and j" should be written above the second line, but someone wrote them below the second line. Another example is that the letters "p and q" should occupy the middle and lower boxes, but someone wrote them on the middle and upper boxes. To correct this error, it is necessary to repeatedly emphasize the standardized position of the letters. There should be 13 lowercase letters in Chinese Pinyin occupying the middle case, including α, c, e, m, n, o, r, s, u, v, w, x, and z; there should be 8 letters occupying the upper middle case. , they are b, d, f, h, i, k, l, t; there should be 4 occupying the middle and lower cells, they are ɡ, p, q, y; there should be only 1 occupying the upper, middle and lower cells, which It's j. 5. Wrong letter shape. Wrong letter shape mainly manifests itself in two situations. One is mixed case, such as "y" written as "Y" or "Y" written as "y", "k" written as "K" or "K" written as "k". This kind of mixed writing is caused by the similar shapes of uppercase and lowercase letters, making it difficult to distinguish. In teaching, we can overcome this problem by comparing uppercase and lowercase shapes and strengthening writing training. The other is a mixture of print and handwriting. For example, "f" is written as "恕刵庵垼螥饕楕楕曠毮狠ΦMO迨槲蟮levelfeisha悰Kyu谄hurry艚Grapeеschooltrip ψ鐎 The objectives of the first stage of the "Chinese Curriculum Standards" in the first stage of the "Chinese Curriculum Standards" state that "learn Chinese Pinyin" and "be able to use Chinese Pinyin" The requirement of "recognizing and reading Chinese characters" has clearly positioned the function of Chinese Pinyin teaching. However, Pinyin letters are abstract phonetic symbols and lack specific content. Moreover, lower-grade students have poor self-control ability and their emotions are easily transferred. According to the new Based on the characteristics of primary school Chinese textbooks and the characteristics of children's psychology and age, the author believes that pinyin teaching must follow children's rules of understanding things. Teachers must be good at creating colorful teaching situations and use lively teaching methods to visualize boring content. , concrete, thereby stimulating students' interest in learning. Here are some opinions on how to make Pinyin teaching lively and lively

1. Teaching methods, learning through play

In the teaching of Pinyin letters, we draw on the advanced experience of other teachers and teach students a set of Pinyin letter finger exercises and Pinyin letter nursery rhymes based on the appearance and pronunciation characteristics of Pinyin letters, allowing students to do and recite them in class. The reflection of a goose e e e, a cross x x x, etc. Students learn these abstract pinyin letters by doing, singing and playing, and learn easily and happily.

2. Make up stories and make difficult things easy. .

Stories are particularly attractive to lower-grade students. Before teaching Pinyin, teachers can write or read short and vivid stories closely related to the teaching content to help students understand and understand. Memory. For example, teaching the rules for spelling "j, q, As well as the syllables j, q, x and i, let students observe carefully to see if they can find any problems. Through observation, students find that when j, q, x and ? are combined, the two points on ? are gone. The students had doubts about the omission of the above two points and thought that the teacher had written it wrong. The teacher asked the students to discuss in groups whether it was correct to write it this way. Then the teacher told the students a self-made story "The Proud Little Fish". When the teacher finished the story vividly, , the students understood the answer to the story. At this time, the teacher promptly taught the students a jingle: "Xiao? is so proud, his eyes are turned up, j, q, x come to help, take off the pride hat." "Help students remember the rules for spelling "j, q, x" and "?". Break through the difficulties in teaching.

3. Create an atmosphere, spell more and read more.

Pinyin teaching is not limited to the classroom, but should also be closely connected with students’ actual lives. Teachers can create a general environment for students to learn Pinyin.

For example, let students do hands-on operations and make their own Pinyin cards; spell out their names and put them on the desk; put Pinyin stickers on classroom items, etc., to create an environment for students to learn Pinyin, so that students can read more, spell more, and Reading more allows students to experience the fun of learning Pinyin through spelling, reading, pasting, and doing, and exercises their hands-on ability.

4. Work in groups to explore pronunciation.

Students are the main subjects of learning and development. When teaching Pinyin, teachers should fully stimulate students' subjective awareness and enterprising spirit according to their individual differences and different learning needs. For example, when teaching the lesson "ang, eng, ing, ong", the pronunciation of "ang, eng, ing, ong" is the focus and difficulty of teaching this lesson. During the teaching, the teacher first demonstrated the pronunciation slide of "ang" and taught the students how to pronounce "ang": first pronounce the "a" sound, then pronounce "ng", and pronounce them together in the middle. The airflow comes out of the nasal cavity, and the students pass through Read in various forms, understand and master the pronunciation of "ang". Then the teacher asked the students to work in groups to explore the pronunciation of "eng, ing, ong". Students discuss in groups and try to practice their pronunciation. Finally, listen to the recording to consolidate the pronunciation essentials. Because the students found the pronunciation rules of nasal vowels through their own group cooperation and exploration, they remembered it particularly well. Characteristics and teaching strategies of Chinese Pinyin teaching

Hanyu Pinyin is an effective tool for literacy and learning Mandarin. In order to allow students to master this tool as soon as possible, we should strive to grasp the characteristics of Pinyin teaching and optimize Pinyin teaching strategies during teaching. Allow students to quickly and effectively master Chinese Pinyin and expand their thinking space. 1. Characteristics of Chinese Pinyin teaching (1) Chinese Pinyin teaching is figurative. The figurative characteristics of Chinese Pinyin teaching are determined by the psychological cognitive characteristics of children and the compilation characteristics of teaching materials. The Chinese Pinyin textbook itself pays attention to image. For example, in the teaching of initials and finals, the textbook has illustrations for almost every initial and final. Some of these illustrations describe the pronunciation method; some depict the appearance of letters. The characteristics of teaching materials require that our teaching should be vivid and vivid. (2) Chinese Pinyin teaching is interesting. The physiological and psychological characteristics of lower-grade students determine that they are more interested in interesting teaching methods. Moreover, only when teachers make lessons interesting and interesting can students learn proactively and creatively. This ensures the quality of learning. Therefore, teachers should pay attention to the creation of situations in teaching to stimulate students' interest in learning. (3) Chinese Pinyin teaching has memorability. One of the purposes of teaching Chinese Pinyin is to enable students to read and write all the sounds and vowels. This requires our teachers to adopt a variety of methods in teaching to help students remember. How to make students remember, accurately and quickly is an issue worth studying in Chinese Pinyin teaching. (4) Chinese Pinyin teaching is practical. The purpose of learning Chinese Pinyin in the first stage is to enable students to spell out syllables. Moreover, when the textbook was written, the process of learning the consonants and consonants was interspersed with the spelling of syllables, instead of learning the consonants and consonants and then learning the spelling. Therefore, when teaching Pinyin, students should not only be able to write and read, but also be able to use it. This determines the practical characteristics of Pinyin teaching. 2. Optimization strategies for Chinese Pinyin teaching (1) Stimulate interest and improve efficiency. First-grade primary school students often find learning Pinyin boring. Therefore, an important means of teaching Chinese Pinyin is to pay attention to stimulating students' interest in learning Pinyin, so that students' awareness of subject participation can be fully utilized in teaching, thereby ensuring learning effects. 1. Use "song" to stimulate interest. First-grade students have a strong preference for children's songs. Using songs in Pinyin teaching to help students memorize consonants and vowels can not only stimulate students' interest in learning Pinyin, but also improve students' memory speed. In addition, if students are guided to summarize or compile songs themselves, it can also promote the development of students' thinking. For example, when teaching the two-point writing rules for ü, you can compile a children's song like this: "Little ü is polite, and takes off his hat when he sees j q x." 2. Use "pictures" to stimulate interest. The illustrations in the textbook are arranged according to the phonetic and shape characteristics of the finals, which are not only close to the actual life of students, but also have the characteristics of image, intuition, and interest. In teaching, teachers should pay attention to exploring the meaning of illustrations, understanding the editor's intention and using illustrations creatively. It can achieve good results. For example, when I was teaching "b", I guided the students to compile such a children's song based on illustrations: "A radio, the antenna has been erected, as long as b-b, the sound will sound."

"Another example, when asking students to remember the appearance characteristics of "b", we also use illustrations: classmates, what does b look like? The students said it looks like a radio. What does the vertical image on the left look like? The students said it looks like the antenna of a radio. Finally, I summarized it with the students. : A radio with the antenna raised high, this is "b" (writing on the blackboard while talking), which has achieved good teaching results by using "motion" to stimulate students' interest. The activity-based teaching format that uses hands and brains as well as the comprehensive use of various senses is very consistent with the psychological characteristics of first-year students and can fully stimulate students' interest in learning. For example: a teacher is teaching "ai, ei, ui". We designed a game to find friends when we were talking about vowels. The teacher said: Now let’s play a game. The name of the game is "Finding Friends". The teacher uses single vowels to form the complex vowels we learned today. The teacher hands out cards with a and i on them. , u and other single vowels, the students held the cards in their hands. After the game started, everyone quickly found their friends while singing the song "Finding Friends", and the teacher guided them in the game. Students pay attention to the order of the two single vowels to see who can master it faster! The use of this teaching activity fully mobilizes students' enthusiasm for learning, allowing students to actively explore, think and participate in a lively and lively game process. Enhance the effect of teaching. 4. Use "situation" to stimulate interest. Creating teaching situations close to children's lives will help students quickly enter the learning role, which not only stimulates children's interest in learning, but also improves students' learning quality. . Teachers should strive to create situations that are closely related to the teaching content and organically integrated with children's life experiences, so that students can quickly enter the learning role. Taking the above lesson as an example, the teacher played the inspirational music "Looking for Friends" during class. : The students sang really well. Did you know? The single vowels we have learned also like to make friends. You see (the teacher uses the slide to demonstrate how a, e, u and i form ai, ei, and ui). A new vowel is formed, called the compound vowel. Today we will learn the compound vowel. Here the teacher creates a situation close to children's life, which stimulates students' interest in learning and allows students to learn in a pleasant situation (2). Focus on cultivating students' thinking. When teaching Chinese Pinyin, teachers should fully explore the relationship between the pictures, shapes and sounds of Chinese Pinyin, so that students' thinking can be trained and developed in the process of learning Pinyin. 1. Cultivation. Generalization thinking is the thinking process of synthesizing the essential characteristics contained in things and extending them to similar things. In teaching, teachers should guide students to summarize the regular things in the teaching content. This not only improves teaching efficiency, but also improves teaching efficiency. It also trains students' general thinking ability. For example, in Pinyin teaching, I found that students could not correctly mark the tones when copying the toned letters "ui and iu", so I asked students to observe how the two letters are arranged. Then observe where the key signatures are. After observation, the students can summarize the rule that "i, u" are arranged next to the key signatures. After mastering the rule, the students can write well again. 2． The cultivation of image thinking. Image thinking is a thinking activity that solves problems based on existing intuitive images. For example, when teaching the initial consonant "d", an illustration of "Big Horse Mercedes" is included in the textbook. During teaching, teachers can guide students to enrich their imagination through careful observation and establish a connection between the letter "d" and the illustration. Thus realizing the pronunciation of the initial consonant "d". In this learning process, students can imagine the sound of a galloping horse in their minds to learn the pronunciation of "d", thereby completing the learning of "d" and developing the ability to think in images. 3. The cultivation of comparative thinking. Comparative thinking is a form of thinking that mentally compares various objects and phenomena to determine their similarities and differences. For example, when a teacher teaches "d, t, n, l", he guides students to compare with "b, p, m, f". During the comparison, the students find: "b semicircle goes to the right, d semicircle goes to the left; f is like a cane placed upright, and t is like a cane placed upside down..." In the comparison, students discovered their differences and deepened their memory. In Pinyin teaching, if teachers can often guide students to compare, it will not only speed up memory, but also develop students' comparative thinking ability. 4. Cultivation of different thinking. Diversity-seeking thinking requires exploring different and specific solutions to the same problem. It is a multi-faceted and multi-angle thinking activity. Some people think that thinking differently is the core of innovative thinking. Therefore, we must pay attention to cultivating students' ability to think differently.

For example, when teaching the initial consonant "t", the teacher guides the students to fully think about what "t" looks like. The students will come up with many different answers: like an umbrella handle, like a sickle, like a fishhook, like an upside-down "f", etc., thereby training Improve students' ability to think differently.