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在低年级语文课堂教学中,拼音教学是学生开启语文学习之门的第一把钥匙。拼音教学是一个不断重复的机械识记过程,对于低龄的学生而言是一个十分枯燥无趣的过程,学生容易在学习的过程中产生反感和排斥,他们更期待更加有趣,更具游戏化特点的课堂学习活动。在拼音教学的过程中为了能够发挥学生在语文学本课堂中主观能动性,教师在课堂实践的过程中发现并利用了一些有价值的工具用以辅助课堂的学习活动。思维导图的运用能够起到激发低年级学生的学习兴趣,让低年级学生各愿意主动参与学习活动,延长学生有意注意的时间,能够优化拼音教学。
In the lower grades of Chinese classroom teaching, pinyin teaching is the first key to students to open the door to language learning. Pinyin teaching is a repetitive process of mechanical identification. It is a very boring process for younger students. Students are prone to be disgusted and excluded from the learning process. They also look forward to more interesting and more game-oriented features Classroom learning activities. In the process of pinyin teaching, in order to be able to give play to the students’ subjective initiative in the class of Chinese language teaching, teachers find and utilize some valuable tools in classroom practice to assist the learning activities in the classroom. The use of mind map can stimulate the interest of the students in lower grades so that the students in lower grades are willing to take the initiative to participate in the learning activities to prolong the students’ intention to pay attention and optimize the teaching of pinyin.