Research On The Problems And Countermeasures In The Teaching Of Chinese Pinyin In The First Grade

The teaching of Chinese phonetic alphabet has opened the prelude of Chinese learning and is the focus of the first grade Chinese teachers' teaching.Learning Pinyin can help students learn Putonghua and literacy,and cultivate students' self-study ability.Through literature,observation and interview,this paper investigates the teaching situation of Chinese alphabet in grade one.Based on the theory of multiple intelligences,the theory of forward transfer,the paper discusses the problems existing in teaching of Chinese phonetic alphabet in grade one.This paper analyzes the reasons behind it and puts forward some countermeasures to improve the teaching of Chinese alphabet.Gardnerundefineds theory of multiple intelligences emphasizes influence of acquired environment on intelligence development.Enlightens teachers to pay attention to the influence of teachers,parents and even social environment on phonetic learning in the process of teaching Chinese phonetic alphabet.The theory of CIS migration shows that when the original learning situation and the new situation have the same elements,the learning transfer can be generated,and the more the same elements,the higher degree of migration.This enlightens the teacher that the similar syllables can be put together in the teaching of phonetic alphabet to allow students to learn.Through the analysis of the teaching plan,it is found that the expression of the goal is not proper and the participation in the design of the goal is not strong.It is necessary for teacher to study the phonetic syllabus,correctly express the teaching goal,improve the participation,and make the teaching goal accurately.Observing the first grade teaching class,it is found that the the teaching content lacks integrity in the organization,which needs to shorten the teaching time and consolidate the foundation.The organization of centralized teaching and decentralized teaching combined.In the teaching of spelling syllables,the training of writing is less,the guidance of pronunciation position is lacking,and the instrumental role of pinyin is not fully apparent.This requires teachers to perfect teaching links,arrange letters,teaching of pronunciation.Strengthen pronunciation skills,summarize reflection,practice speech.some problems in the formalization of teaching methods and teaching tools are abundant.In order to solve the problem,we can learn single vowels through listening and reading training,learn complex vowels with old knowledge,learn consonants and two phonetic syllables with understanding rules,and study three phonetic syllables with transfer rules.And the use of Pinyin large turntable,spelling music box and Pinyin literate treasure to enrich teaching aids.From the feedback of teaching effect,we can see that lack the accuracy of syllable pronunciation.In order to consolidate teaching effects,we pay attention to the accumulation of life and create the learning environment of Pinyin at home.The method of creating the learning atmosphere of Pinyin in the classroom is to consolidate the teaching effect.