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一采用象征法,激发学生的学习兴趣。象征法,就是采用一些带有象征意味的词语、句子或小诗,描绘声韵母的形状特征、摹拟声韵母的发音特点,揭示拼音的学习诀窍。把抽象的事物具体化,把深奥的道理简单化,把静止的教材形象化。例如:在引导学生学习单韵母时的顺口溜,“a、a、a、a像豆芽;o、o、o、o像圆盘;e、e、e白鹅倒影子;i、i、i衣上系领带;u、u、u,乌鸦站树叉;ü、ü、ü,鲤鱼吐水珠。”这段顺口溜描绘了六个单韵母的形状特征,学生通过读顺口溜,对单韵母的形状记忆就非常深刻。 二、采用感受法,让学生亲身体验,从实践中得到认知。例如在教读声韵母时,我就采用感受法,让学生亲身体验。发单韵母a,我学着医生检查口腔的样子,用小木片压住舌头,让学生张大嘴巴,自然发音。o的
A symbolic approach to stimulate student interest in learning. Symbolism is the use of some symbolic words, sentences or poems, depicting the shape characteristics of vowels, imitating vocalist pronunciation features, reveal the pinyin learning tips. To abstract the material things, to simplify the truth, visualization of stationary textbooks. For example, when teaching students to learn single rhyme jingle, “a, a, a like bean sprouts; o, o, o, o like a disc; e, e, e white goose reflection; i, i, i clothes On the tie; u, u, u, Crow station tree fork; ü, ü, ü, carp spit water droplets. ”This jingle depicts the shape of six single vowel features, students read jingle, Very profound. Second, the use of feelings, so that students experience first-hand, from practice to get cognition. For example, when teaching vowels, I use the feeling method to let the students experience for themselves. Finals vowels a, I learned to check the way the doctor looks at the mouth, with a small piece of wood to suppress the tongue, so that students Zhang mouth, natural pronunciation. o's