孩子从幼儿园起就开始接触汉语拼音了,进入小学依然是从拼音开始学起,但为什么还有的孩子存在发音不准,声母韵母不区分等现象呢?试问,是否老师的教学方式存在问题?我自担任一年级教学起就开始了拼音教学方法的研究和探索,下面是我在教学中总结出的教学方法:一、在听故事、讲故事中学习拼音在教学a的四声时,可以这样编故事。鸭子阿姨带着两只小鸭子来到了河边(出示a),鸭阿姨边游边说,这里的空气真清新,小鸭没听清,忙问:“啊,你说什么?”(出示a),鸭阿姨再说了一遍,小鸭们点头说:“啊,听清了,这里的空气真好,我们喜欢在这里游泳。”(出示a)小姑娘发现了鸭子们,停止了唱歌叫起来:“啊,前面游来了三只鸭子。”(出示a)在这个故事的语言环境中,学生不知不觉地掌握了四声的读法。再让学生认识a头 Children from the kindergarten began to touch the Chinese pinyin, into the primary school is still from Pinyin began to learn, but why there are children with pronunciation is not allowed, the initial consonant is not differentiated and so on? Ask, is there any problem with the teaching of the teacher? I since the first grade teaching began Pinyin teaching methods of research and exploration, the following is my teaching in the summed up the teaching methods: First, listen to stories, storytelling Pinyin teaching a teaching four times, you can This story. Aunt duck with two ducklings came to the river (showing a), duck aunt said while swimming, the air here is really fresh, ducklings did not hear, busy asked: “ah, what are you talking about?” Show a), duck aunt to say it again, the ducks nodded and said: “ah, I heard, the air is nice, we like to swim here.” (Show a) The girl found the ducks, stop Singing exclaimed: “Ah, there are three ducks swimming in front.” (Show a) In the language of this story, students unwittingly mastered the four-pronged reading. Let students know a head again