How to improve the reading ability of first-year students

Chinese Curriculum Standard points out that Chinese curriculum should be devoted to the formation and development of students' Chinese literacy. The key to improving students' Chinese literacy in an all-round way lies in reading. Reading is an important way to acquire knowledge. Therefore, it is extremely important and crucial to cultivate students' reading interest and improve their reading ability from the first grade of primary school. Make students have the ability to read independently, pay attention to emotional experience, have rich accumulation and form a good sense of language. For junior students, it is required to read simple fairy tales, fables and stories, children's songs, nursery rhymes and simple ancient poems to expand their imagination, gain initial emotional experience and feel the beauty of language. This is enough to show the importance of reading, but if we don't teach students reading methods, pay attention to the diversification of reading forms and cultivate good reading habits, it is impossible to emphasize reading more. Below I will talk about how to improve the reading ability of first-year students from the aspects of cultivating reading interest and extensive reading habits, combined with various trainings. \x0d\ 1。 Cultivate reading interest \x0d "Interest is the best teacher". Senior one students are interested in reading, so it is particularly important to cultivate reading interest. The cultivation of this interest must rely on teachers' unremitting efforts to mobilize their senses such as vision, sound and movement to participate in activities, so as to limit their distraction and gradually promote the formation of reading interest. Such as reading, acting, drawing, singing, comparing and so on. Adopting modern teaching methods, students can listen to beautiful voices, appreciate beautiful pictures and feel beautiful images, stimulate students' desire to express, develop students' personality, encourage students' personalized experience and expression, and make reading a pleasing enjoyment and a stage for students' self-expression. In the teaching of snail learning, I let the children wear the headdresses of snails, rabbits, butterflies and ducks to perform the text. I said, "Only by remembering the text and reading it with emotion can we perform!" As a result, the students read the text well in a few minutes and performed a wonderful stage play. At the end of the article, I asked the children to make up a new story of "snail learning art" I really admire the children's imagination. They speak in a colorful way. To this end, I think that as long as our teacher comes up with some strategies and methods, children will be very interested in reading. Being interested in reading is very beneficial to improving reading ability. \x0d\ Second, improve reading ability by combining various training activities \x0d\ In order to ensure the reading quality of first-year students and improve their reading ability, I think reading should be the main line in reading teaching, combined with various training activities. \x0d\ (1) Combining reading with picture-reading training \x0d\ Most first-year texts are accompanied by lively illustrations. In teaching, I make full use of the illustrations in the text, so that students can look at the pictures first, talk about what is drawn on the pictures, and then read the text with pictures and texts. For example, when I teach Where is Spring, I first guide students to read the illustrations in the book carefully, and then talk about what spring looks like on the picture. Because the children are familiar with the scenery in spring, the students speak very vividly and imaginatively. For example, a classmate said, "Spring has come, grass has sprouted, and swallows have flown back from the south." Some said, "Spring has come, the willow trees are green and the peach blossoms are red." ? Then let the students read the text and see how the text describes spring. In this way, the image information is converted into text symbols, and the content of the text is understood. This arrangement not only cultivates students' observation ability, but also cultivates their oral expression ability. At the same time, the understanding of texts and words is also of great benefit. \x0d\ (II) Combination of reading and thinking training \x0d\ Chinese Curriculum Standard emphasizes: "Let students learn to think independently and learn to read in reading practice." Reading without thinking is like a young monk chanting scriptures-he has a mouth and no heart. Therefore, in teaching practice, we should pay attention to the close combination of reading and thinking, so that students can form good reading habits. For example, in the teaching of Who's Great, I adopted the way of reading instead of speaking, and reading in reading promoted thinking and understanding. First, let the students read the text by themselves and think about the relationship between their hands and their mouths. Then let the students speak freely. In the process of students' free speech, let everyone think, "Why is your mouth angry?" Why do hands get angry? Finally, let the students talk about the relationship between hand and mouth according to their own understanding of the text. In this way, thinking training was carried out in reading, which greatly mobilized the enthusiasm of students. \x0d\ (3) Combination of reading and speaking training \x0d\ If reading is the input of information, then speaking is the output of information. Cultivating students' oral expression ability is a long-term training process. As the saying goes, Rome was not built in a day. In reading teaching, we must combine reading and speaking, strengthen training and constantly improve students' reading ability. "Chinese Curriculum Standard" points out: standardize students' oral English, improve students' oral communication ability, and cultivate good speaking attitude and language habits. In teaching practice, we should attach importance to the organic combination of reading and speaking. For example, when teaching you your last name, after learning the text, I ask the students to say their last name. What are mom and dad's last names? How did you get your name? The children's interest increased greatly and their answers were positive. Said, "My name is Li. Li Muzi. Shu is good and beautiful, pure and good. The implication is that my mother hopes that I can become a gentle, obedient, beautiful and kind girl and hope that my life will progress and be happy. " My name is Chen, and my ears are. Bo stands for intelligence, erudition and great wisdom. My mother wants me to be as knowledgeable, smart and full of wisdom as my name when I grow up. " Other students said, "My name is Liu, my name is Liu. My mother's surname is Yang and Mu Yiyang. " After the students finished speaking, I gave instructions in time to let the children know their parents' intentions and study hard. The combination of reading, speaking and emotional cultivation can really be described as "killing three birds with one stone". \x0d\ (4) Combination of reading and performance training \x0d\ Situational performance is the most popular form of expression for children. Most of the texts in the first grade of primary school are full of sounds and emotions, which are very interesting and suitable for students to understand the contents of the texts through performances. Through performance, we can turn abstraction into images and difficulties into ease, thus highlighting key points, breaking through difficulties and highlighting characteristics. For example, when I was teaching Beautiful Paths, I used acting to learn the text. This not only increases students' interest in reading, but also helps them understand the text. \x0d\ Third, cultivate the habit of extensive reading \x0d\ In teaching, we often need extensive reading training for students. This requires teachers to cultivate students' habit of extensive reading. I choose some catchy children's songs, nursery rhymes, stories and ancient poems according to the age characteristics of junior one students. As an expanded reading for the supporting textbook "The Snowman Comes Back from the North Pole". The weekly reading class is used in the reading competition, which not only consolidates the learning content required by the curriculum standard, but also greatly improves the students' reading ability. As long as we can persist, I believe that students' reading ability will be greatly improved. \x0d\ In short, it is necessary to cultivate students' interest in reading from the first year of high school, so that they can enjoy reading and feel the pleasure of reading. Combine listening, speaking, reading, writing and thinking organically, penetrate each other and complement each other. In this way, it is not difficult to improve the reading ability of first-year students and cultivate their reading literacy. Of course, the combination of reading teaching is not only these aspects, but also many. As long as our teacher has a heart, he will come up with more ways.