action research on motivation in english reading
ISSN 1799-2591
Theory and Practice in Language Studies, V ol. 2, No. 8, pp. 1755-1761, August 2012
? 2012 ACADEMY PUBLISHER Manufactured in Finland.
doi:10.4304/tpls.2.8.1755-1761
Action Research on Motivation in English
Reading
Qian Huang
Foreign Language Teaching Department, Dezhou University, Dezhou 253023, China
Email: qqh@https://www.wendangku.net/doc/947275006.html,
Abstract—The study of motivation has been a long time and has developed into a range of theories in which
varieties of factor are involved in. By introducing the definition of motivation, and its classification and
analyzing the function of motivation in language learning, this paper is attempt to survey some strategies and
methods about how to motivate and train learning motivation in English reading class. The data reveals that
Female learners have strong motivation in intrinsic, extrinsic and importance of reading. But in reading
efficacy, male learners are stronger than female learners. The result also indicates that students with higher
score have strong motivation in learning English reading than students with lower score.
Index Terms—reading, motivation theories, questionnaire, motivational strategies
I.I NTRODUCTION
It is almost universally believed that a successfully language learner has usually highly motivated. The study of motivation has been a long time and has developed into a range of theories in which varieties of factor are involved in. However, this study intends to investigate what affects students? learning motivation and attitudes in English reading class. Research on reading motivation has focused upon several attributes of motivation. The dimensions of motivation have been examined in relation to why students choose to engage or not in reading because of competency and efficacy beliefs, intrinsic and extrinsic motivation, and reasons for achievement which direct their motivation toward reading (Baker & Wigfield, 1999).
Reading has gradually been getting popularity as one of the most effective strategies for motivating second language learners at various proficiency levels. Many experts have emphasized the importance of setting reading in foreign language curricula (Krashen, 1982), and a lot of studies have shown the effectiveness of reading in contexts of English or other languages as a second language and as a foreign language. These experts have asserted that reading plays an important role in developing fluent L2 readers because learners develop the ability to rapidly read large quantities of written material without using dictionaries. According to Smith, learners can learn to read by reading. Some studies also indicate that reading can favorably affect students? motivation and attitudes toward reading in an L2.
II.M OTIVA TION
A. Definition of Motivation
The term …motivation? presents a real mystery: people use it widel y in a variety of everyday and professional contexts without the slightest hint of there being a problem with its meaning, and most of us would agree that it denotes something of high importance. In general sense, motivation can be defined as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritized, operationalised and successfully or unsuccessfully acted out (Dornyei and Otto, 1998). Motivation is a theoretical construct used to explain the initiation, direction, intensity, persistence, and quality of behavior, especially goal-directed behavior.
Motives are usually construed as relatively general needs or desires that energize people to initiate purposeful action sequences. In contrast, goals and related strategies tend to be more specific and to be used to explain the direction and quality of action sequences in particular situations. In the classroom context, the concept of student motivation is used to explain the degree to which students invest attention and effort in various pursuits, which may or may not be the ones desired by their teachers. Students? motivation is rooted in students? subjective experiences, especially those connected to their willingness to engage in lessons and learning activities and their reasons for doing so.
B. The Classification of Motivation
Many of the current theories of second language motivation come from the early work of Gardner and Lambert. They are the first to make a distinction between integrative motivation and instrumental motivation and this has a tremendous influence on virtually all second language related research in this area. However, different researchers have different opinions, because they are standing on different angles, they give motivation different classification. Other researchers such as Krashen, Giles and Brynes, Clement, and Allard and Landry have attacked the problem from different
THEORY AND PRACTICE IN LANGUAGE STUDIES 1756
perspectives.
C. Intrinsic and Extrinsic Motivation
Intrinsic motivation is usually defined as motivation which is guided by an interest in the task itself in which one is engaged, it means the motivation to learn the language derives from an inner desire and competence, whereas extrinsic motivation is for the sake of extrinsic rewards, such as parental or teacher?s approval, offer of a reward, prizes, threat of punishment, a good grade, etc.
The distinction is more useful for teachers. Intrinsic motivation refers to the urge to engage in the learning activity for its own sake and extrinsic motivation is derived from external incentives. Penny Ur stated that both of the motivations have an important part to play in classroom motivation, and both are at least partially accessible to teacher influence. Therefore, intrinsic motivation comer from one?s inner parts wherea s extrinsic motivation results from outer factors such as social situations, cultural influence, as well as families and educational conditions. For instance, compliments from parents and encouragement from teachers are sometimes the vital factors to a student. Crooke s and Schmidt?s suggestion is especially useful in three ways. 1) Reading materials should be moderately challenging, neither too difficult nor too easy. 2) Group work is more important than teachers? need mono-lecture. 3) The teacher should in the first p lace take learners? need into consideration.
In spite of the fact that different researchers come to different conclusions concerning the definition and the division of motivation, one thing is possibly certain, most researchers agree that motivated learners will achieve more than less motivated ones.
D. Reading and Motivation
Before turning to the “what” of reading, however, I would like to comment briefly on the even more fundamental question—from the teacher?s point of view, at least—of why people choos e, or don?t choose, to read. For any approach to teaching to succeed, no matter how true to the latest “scientific principles,” it must take into account the real needs and desires of learners —that rather loosely defined cluster of goals, inclinations, and biases which we call “motivation” — and we must therefore give some thought to what motivates people to read, or not to read, anything. In the real world — as opposed to the academic world — people who read, read for intellectual profit or pleasure. That is, they believe that the content of whatever they have chosen to read will be useful to them, or will help them to understand the world better, or will give them the special kind of pleasure that comes from the experience of reading literature. For stu dents, of course, there are constraints, called“assignments,” on this freedom of choice, but even a secondary, academic goal like “passing the course” provides something like a real-world motivation for reading. V ery few students read just to practice their reading, or to build up their general knowledge of a language — both objectives worth pursuing but an ongoing reading experiences. Teachers take the role of active participant and model reader, lending prestige, example, and support to the activity. The individual, private nature of reading also makes it easier for teachers to establish a non-competitive, non-judgemental community of readers. Fear of evaluation by teacher and peers is minimized because the emphasis is not on a right answer, but on student s? personal reactions to the reading material. The individual variation inherent in any teaching and learning situation can also be provided to, for a reading approach does not deal with students in a lockstep manner in which all learners have to read the same material at approximately the same rate.
III.Q UESTIONNAIRE OF R EADING M OTIVA TION
A. Instrument and Subjects
The questionnaire was adapted from Gardner?s Attitude/Motivation Test Battery (AMTB), which included 39 statements on motivation concerning intrinsic motivation, extrinsic motivation, importance of reading and reading efficacy. The questionnaire was designed according to the Likert five-point rating scale assessing participants? attitudes on motivation. Each question has five choices ranging from “strongly disagree? to “strongly agree” which is represented in the number from 1 to 5. Likert?s measurement table is applied in order to give subjects a chanc e to be in the middle point of the balance. The subjects were told that there is no “right” or “wrong” answer to the questions and were asked to choose the answer which was most appropriate to his or her opinions.
The subjects for the study were 156 non-English major undergraduates who are randomly chosen from grade two in a certain university in Northwest. Among which there are 129 female subjects (occupies 83%) while 27 subjects are male (occupies17%). They had English reading classes both intensive and extensive and have mostly got rid of the influence of the previous education like junior and senior high school and are accustomed to the college curriculum. They have been studying English for at least 8 years and have formed a set of relatively fixed learning patterns, especially in English reading. For the fact that the subjects use the same version of English reading course-books and have the same teaching hours each week, so, theoretically, the subjects? English reading levels are nearly the same.
B. Procedures
The investigation could be roughly divided into three periods. The first period could be called pre-investigation period, since the writer did a lot of interviews beforehand in order to make the questionnaire suitable to the subjects?
THEORY AND PRACTICE IN LANGUAGE STUDIES 1757 case. In the second period, the questionnaire was done separately concerning L2 learner s? general motivation in reading. The last period was mainly on statistical collection and tests results analyses.
IV.D A TA A NALYSIS
A. Introduction
The data analysis was performed with SPSS 11.0 of two parts. First, a factor analysis was conducted to explore motivation types. Second, MANOV A was carried out to examine whether these features had significant effects on various types of motivation in English reading. For better illustration and easier statistical description of the data, the result of the investigation of English learners? general motivation in reading will be shown in the following tables.
In this chapter, the writer is going to study motivation in reading among foreign language learners as non-English majors. First of all, an investigation will be carried out to look into the students? general motivation in reading. That is to see whether they have strong or weak motivation in English reading. Another investigation will be concerned with students? motivation orientation. The purpose is to find out whether students? are more instrumental oriented or more enjoy oriented. This investigation also reveals the subjects? general motivation from a different aspect. The investigation over students? reading proficiency may reveal some connection between students? reading motivation and their performance in reading comprehension tests.
B. Data Collection and Analysis
TABLE 4.1
D ESCRIPTIV
E S TA TISTICS O
F THE A VERAGE M EANS OF M OTIVA TION Q UESTIONS
Table 4.1 shows the descriptive statistics of the average means of the total 39 questions. The subjects are asked to answer 39 statements concerning four categories related to intrinsic motivation, extrinsic Motivation, and importance of reading and reading efficacy.
T ABLE 5.2
D ESCRIPTIV
E S TA TISTICS O
F THE A VERAGE M EANS OF M OTIVA TION Q UESTIONS
Table 4.2 shows the descriptive statistics of the average means of the total 39 questions. The subjects are asked to answer 39 statements concerning four categories related to intrinsic motivation, extrinsic motivation, and importance of reading and reading efficacy.
T ABLE 4.3
SHOWS THE DESCRIPTIVE STATISTICS OF LEARNERS? GENERAL MOTIVA TION IN READING
THEORY AND PRACTICE IN LANGUAGE STUDIES 1758
It reveals that there are some differences among the four categories of motivation in this study. The mean of importance of reading (mean = 3.5200) is higher than the other three categories (intrinsic mean = 3.1415; extrinsic mean = 3.2922; efficacy mean = 2.9883). And the differences are significant. That is to say, most students think reading is very important in learning a foreign language. This result is likely to represent the importance of learning to read in English as an international language. From this table, it is obvious that the differences of stand deviation among the four categories are also significant. The standard deviation of reading efficacy (.26992) is much lower than intrinsic (.75726), extrinsic (.73749) and importance of reading (.95166). This result shows that most subjects put reading efficacy in a very important position in English learning.
T ABLE 4.4
M OTIV ATIONAL D IFFERENCES BETWEEN M ALE AND F EMALE L EARNERS
Table4.4 shows the motivational differences between male and female learners. It reveals that there are some significant differences between male students and female stud ents. From table 6, we can see female students? mean is higher than male students in terms of intrinsic motivation, extrinsic motivation and importance of reading, while male students? efficacy mean is high than female (male = 3.0617, female = 2.9765). And the standard deviation is the same. That is to say, female learners have strong motivation in intrinsic, extrinsic and importance of reading. But in reading efficacy, male learners are stronger than female learners.
T ABLE 4.5
T ESTS OF B ETWEEN-S UBJECTS E FFECTS
a R Square = .223 (Adjusted R Squared = .218)
Table 5.4 shows the Tests of Between-Subjects Effects related to gender. From this table, we can see that the degree of freedom (df) of motivation is 3, the value of F is 59.175 (p < 0.05). And the degree of freedom (df) of gender is 1, the value of F is .259 (p > 0.05).
Besides questionnaire also shows both students in higher score group and lower score group think English reading is very important in learning a foreign language. The influence of extrinsic motivation lies in the second position for both groups, and then comes intrinsic motivation. Both the two groups regard that reading efficacy has little influence on their motivation in English reading. For each of the four factors, students from the higher score group are much stronger than students from the lower score group. This indicates that students with higher score have strong motivation in learning English reading than students with lower score. So it is clear that the results of students? re ading tests will be greatly influenced by their leaning motivation.
V.M AJOR F INDINGS AND I MPLICA TIONS
THEORY AND PRACTICE IN LANGUAGE STUDIES 1759
A. Major Findings
As a dynamic process, motivation is one of the most important aspects of affecting foreign language learning, and it is also one of the most initiative factors and a complex area involving many interrelated factors. If one has high motivation, especially integrative and intrinsic motivation, he or she has more chances to succeed in learning. After a series of statistical analyses of the correlation between the reading proficiency and the motivation, conclusions are reached here:
1. The majority of the English students have a strong motivation towards English reading;
2. Female students show a stronger intrinsic and extrinsic motivation than male students, which indicates that gender is a very important variable in English learning;
3. The correlation between general motivation and reading is significant;
4. The correlation between students with higher score and lower score is significant.
Therefore, in foreign language teaching, firstly, language teachers should motivate and train integrative and intrinsic motivation. To those learners who are lacking in motivation, teachers could not hurry too much. Teachers should give them initiative feedback for their endeavor and stimulate their extrinsic motivation in order to let them enjoy learning. And teachers should become familiar with the motivation theories and the valuable contributions of different theorists as well as the implications of these theories in English language teaching. In the process of this stage, their intrinsic motivation can be stimulated and improved. Secondly, it is advisable that teachers know the motivational factors, learners? attitudes towards English learning, their learning motivation and success or failure attributions. Thirdly, it is important for the teachers to search for the teaching strategies to create a supportive and relaxing learning environment, initiate students? motivation to learn, enhan ce and maintain their motivation, and make positive attribution and evaluation in language learning. Once learners have strong learning motivation, they would put their potentials into practice as possible as they can, the learning efficiency will be naturally improved at high speed.
B. Approaches to Train S tudents’ Motivation in Reading
From most linguists? point of view, the important thing is not how much t hat learners should be taught, but that learners should be given the motivation to learn. Many suc cessful teaching depends upon learners? learning strategies. There is no point in providing entertaining, lively, well-constructed language lessons if students do not have the motivation to learn. So motivation is regarded as one of the most important fact ors in influencing learners? learning efficiency and it has been proved to have great educational significance. In China, a real fact is that English is a foreign language and many students lack natural acquisition environment. Teachers? role is quite impo rtant for learning activities that mainly happen in the classroom. Experienced English teachers concern themselves with motivation and one of the persistent challenges for them is how to motivate the unmotivated learners and help reduce their negative attitudes toward English learning.
The above mentioned study has proved that students? motivational l evel is strongly influenced by learners? attitude and many motivational factors. These factors function together to influence learners? motivational behavior. Learners with different features in these attitudes and motivational variables have different motivational behavior. Related to the findings of the study, the key of motivating students to learn lies in enhancing their motivational level through changing their psychological states and cognitive orientations relevant to motivation.
1. Create a harmonious and natural teaching environment
Though students? atti tudes to language learning and teaching materials are relatively stable, some of them are prone to be influenced by their teachers and learning environment. Their attitudes towards the learning situations as measured by feelings about the classroom teachers and level of anxiety about the classroom atmosphere contribute to their motivational level. So the factors of teachers and input environment deserve our attention. Some specific proposals are as follows:
2. Improve the comprehensive qualities of teachers
According to the above research result, there are significant motivational differences between those who think highly of their teachers and those who do not. So teachers must:
3. Set themselves as good examples that have not only specialized knowledge and generalized multiple skills but moral integrity as well for students. They should make efforts to establish friendly and harmonious relationship with students.
4. Have professionally appropriate level of knowledge and some awareness soft he appropriate means for carrying out needed analyses related to language, language variations, the students, and the goals and contexts of language instruction. With such awareness and professional skills, teachers are better equipped to make students become aware of significant features and patterns; plan and implement language instruction which promotes a variety of participation opportunities for practicing the language; control the learners? intensity of exposure and instruction in reading; ensure them to receive feedback about their performance and multiple possibilities for success.
5. Effective teaching and classroom management are inseparable. Teachers should be not only perfect in English but also good at managing the class. What they say and do in the instructional setting must aim at creating the conditions conductive for learning to occur. Exemplary teachers seek to arrange learning experiences in a way that each student experiences success for demonstrated progress and receives positive reinforcement for achievement. Teachers should
THEORY AND PRACTICE IN LANGUAGE STUDIES 1760
perform as seriously or sympathetically accordingly so as to let students keep the balance between experiencing success for achievement and encountering challenge for students? mental stimulation.
C. Make Efforts to Create a Natural Learning Environment
Besides the qualities of the teachers, motivation in English learning process has much to do with learning environment. We can?t always make a sharp distinction between natural learning and learning in the classroom. Since most Chinese students lack the natural environment, teachers should attempt to provide more communicative opportunities in the classroom for them and make the classroom environment be as similar as possible to the natural environment. Some methods are suggested here:
1. English should be used throughout the class to make students have thorough exposure to English context.
2. Provide as many opportunities as possible for students to practice English in various forms. The multiple forms include activities in whole class, in small groups or in pairs.
3. The combination of skills should be used. The combination of listening, speaking, reading, and writing is the most effective skill activity. The teaching materials are not only in print, but also audio and visual. Multi-media should be applied when the facilities are available.
D. Cultivate the Proper Degree Sense of Anxiety
The overall classroom socio-emotional climate created by effective teachers is one characterized as positive and productive. In other words, a harmonious and co-operative classroom atmosphere may also have a similar supportive effect. But a commonly existent phenomenon is that the LEFL classroom can easily generate situations where learners feel overanxious and constrained, and such over-anxiety is an obstacle to the learning process. Students may have difficulty relating to others and presenting themselves adequately, even the attempts to do so may result in misunderstanding and the feeling that they project silly, boring images and thus become withdrawn. For these students, the techniques that help them deal with and reduce the sense of over-anxiety include:
1. In accordance with individuals? present proficiency in English, set different standards for different students.
2. Provide tasks of immediate difficulty that are within there ach of students but still offer some challenge n case they feel overburdened or over relaxed.
3. Provide easier tasks for students who are discouraged because of low or failing grades to help them regain the sense of achievement. The students? se lf-efficacy may be enhanced in this way so that they have less anxiety about their ability and show themselves bravely before the class with confidence.
4. Make them realize everyone has his advantages and disadvantages. It?s quite common to receive positive or negative evaluation at different times. We should try to stimulate the clas sroom atmosphere to lighten students? anxiety.
E. Stimulate S tudents’ Interest in LEFL
One of the meanings of motivation for teachers is probably the interest that generates in the students. Motivation can also take the form of intrinsic interest in learning activities and, as such, may be easily influenced by teachers. But interest is dynamic in nature. It is something that varies from one moment to the next depending on the learning context or task. It thus requires teachers to stimulate students? int erest in LEFL both in class and after class. The concrete strategies are as follows:
F. Strengthen Cultural Instruction in Class
We have talked about integrative and instrumental motivations which both contribute to success above. Though instrumental moti vation is the main kind among Chinese students, a sense of integration does improve students? performance in class. It?s meaningful to cultivate their sense of integration through the cultural instruction of target language countries. For example, use teaching aids to make the teaching of English more effective and efficient. Teachers may collect objects and pictures which display foreign arts, customs and then show them to students. Foreign films, slides and TV programs provide cultural insights and a variety of welcome classroom activities, the regular show of which helps students know their dressing, food, housing, transportation and others more vividly.
R EFERENCES
[1]Baker &Wigfield. (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading
achievement. Reading Research Quarterl y. 23.p78-91.
[2]D?rnyei, Z. (1998). Motivation in Second and Foreign Language Learning. Language Teaching. 31, 117-135.
[3]Domyei,Z. Otto, (1998). Motivation in action: A process model of L2 motivation. Working papers in Applied Linguistics.
Thames Valley University, London.1998. 31, 117-135.
[4]Ellis, R (1998). The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Language Education.
[5]Gardner & P.D. Macintyre. (1993). A Student?s Contributions to Second - language Learning: Affective Variables. Language
Teaching. 78(4), 524-527.
[6]Krashen, S.D. (1982). Principles and Practice in Second Language Acquisition. New York: Pergamon Press Ltd.
THEORY AND PRACTICE IN LANGUAGE STUDIES 1761 Qian Huang was born in Hangzhou, China in 1966. She received her M.A degree from Shandong University, China. She is currently an associate professor in the Department of Foreign Language Teaching, Dezhou University, Shandong, China. Her research interests include linguistics and foreign teacher?s e ducation.
一年级复韵母拼音练习
一年级复韵母拼音练习 一、读熟带调复韵母和单韵母。 uíài ti uìai ?ái u? áaǎi uǐ?i úǜí 二、熟读下列音节。 bɑi dɑi ɡɑi hɑi zhɑi cɑi fei bei pei mei lei nei dui tui cui rui chui sui 三、熟读下列音节词。 pái tài nǎi lái sài chái bai p?i mai f?i nai lai ɡuǐkuíhuìzuǐshuǐcuì 拼音练习14 一、复习带调复韵母。 üi uíài ti uìai yi ái u?ǎi uǐ?i 二、熟读下列音节。 duìmti huídǎi fyi hǎi nai mái wài zhu?chái ɡuüi kuài shuüi huái chuài 三、熟读下列音节词。 pái duìbái tùfyi j?cìwei küi huìhǎi dài mti lìhuíjiü dài shǔshūɡuìzuǐbɑlái huízhu?zhútuìbùqíɡuài kuài lax?shuài ɡuüi hái zi 拼音练习15 一、读熟带调复韵母。 ǎo ai iúiùào ái ōu iū áo uǐǒu uǐ?i ?u iǔ?u 二、熟读下列音节。 pɑo shɑo cɑo rɑo mɑo lɑo hou zhou lou mou ɡou sou jiu liu diu niu xiu qiu 三、熟读下列带调音节。 bào düo nǎo ɡào hǎo yǎo
dǒu t?u k?u chǒu yǒu zǒu niúdiūqiúxiùjiǔliǔ 拼音练习16 一、读熟带调复韵母。 ǎo ai iúiùào ái ōu iū áo uǐǒu uǐ?i ?u iǔ?u 二、熟读下列带调音节。 dào büo cài chái ɡǒu h?u jiǔniúkuízhu?nai mti y?u r?u sōu l?u diūshuǐ tiüo niǎo xiào piüo liáo jiào 三、熟读下列音节词。 jiǔcài niǔk?u bào zhǐ chǎo nào lǎo sh?jiüo ào ɡu?qiáo duōshǎo yüo qiú xiǎo cǎo tiào shuǐhǎi ōu 注意：下面划横线的音节为三拼音节。 拼音练习17 一、读熟带调复韵母和整体认读音节。 ?aitar i??y?r iyyr iatr yayuyy?yuaytyy 二、熟读下列音节。 yazi yuayátr duo yawǎn ?r ɡylu?yayyshùyuyhuì yuaqìy?ye yttù?r nǚ yúer yuaer huüer niǎo er 注意：划横线的为整体认读音节，只能直呼，不能拼读。 拼音练习18 一、熟练背诵复韵母 ɑi ei ui ɑo ou iu ie ?e 特殊韵母：er 二、熟读下列音节。 zìju?húdi?titlùtabi? píxuyyuaqiúbái xutxiüo mia máquatiào yuaquyshǎo zh?di?
一年级复韵母拼音练习
一年级拼音练习题库（三） 班级姓名 一、读熟带调复韵母和单韵母。 uíài uìèi òái ǜíáè uī āi ěi uì ēi ǎi éi uǐú 二、熟读下列音节。 bɑi dɑi ɡɑi hɑi zhɑi cɑi fei bei pei mei lei nei dui tui cui rui chui sui 三、熟读下列音节。 pái tài nǎi lái sài chái duìměi huídǎi bèi péi mèi féi nèi lèi fēi hǎi huái chuài nèi mái wài zhuī chái ɡuāi kuài shuāi ɡuǐkuíhuìzuǐshuǐcuì 四、熟读下列音节词语。 pái duìbái tù fēi jī cì wei huíjiādài shǔ kāi huìhǎi dài měi lìlái huízuǐbɑshūɡuì zhuīzhútuìbùqíɡuài kuài lèxīshuài ɡuāi hái zi
一、读熟带调复韵母。 ǎo èi iúiùào ōu ǎo éi áo uǐòu iǔóu ái iūǒu 二、熟读下列音节。 pɑo shɑo cɑo rɑo mɑo lɑo hou zhou lou mou ɡou sou jiu liu diu niu xiu qiu 三、熟读下列带调音节。 bào dāo nǎo ɡào hǎo yǎo dǒu tóu kòu chǒu yǒu zǒu niúdiūqiúxiùjiǔliǔ 四、熟读下列带调音节。 dào bāo cài chái ɡǒu hòu jiǔniúkuízhuīnèi měi yóu ròu sōu lòu diūshuǐ tiāo niǎo xiào piāo liáo jiào 三、熟读下列音节词语。 jiǔcài niǔkòu bào zhǐ chǎo nào lǎo shījiāo ào ɡuòqiáo duōshǎo yāo qiú xiǎo cǎo tiào shuǐhǎi ōu 认真读了（）遍。家长签名（）
人教版小学语文一年级上册复韵母ai ei ui 详细教案
ɑi、ei、ui教学设计案例 第一课时 教学目标： 1、学会复韵母ɑi、ei、ui及其四声，读准音，记清形，正确书写。 2、学习声母与ɑi、ei、ui组成的音节，能准确拼读音节，正确书写音节。 3、知道ɑi、ei、ui的标调位置。 4、能够看图说话，根据音节拼读句子。 5、能够自己拼读儿歌，做到词语连读。 二、教学重点： 学会复韵母ɑi、ei、ui，明确单韵母与复韵母之间的不同之处。 三、教学难点： 复韵母既不能读成两个音，也不能不表示口型变化的过程。 教学过程： 一、创设情境，激趣导入 1、复习单韵母 这是谁啊？对了，喜洋洋在跟你们打招呼呢？你们也跟喜洋洋问声好吧！（出示课件：喜洋洋） 看到你们这么聪明，喜洋洋要带我们去拼音乐园玩哦，拼音乐园有好多好玩的字母朋友哦，想不想去？生：想。（出示拼音乐园）欢迎小朋友来到拼音乐园，单韵母已经等了好久了，我们一起把这六个单韵母朋友读出来。（出示六个单韵母） 2、复习单韵母四声 同学们，这六位朋友来的时候，还戴了四顶小帽子呢?还记得四
声歌谣吗？生：记得。一起把四声歌谣朗读出来。一声平，二声扬，三声拐弯，四声降。这些单韵母朋友已戴上帽子，一起来边读边做动作。（出示ɑ、o、e、i、u、ü的四声）(用亲切有趣的导语，使枯燥的复习趣味盎然，同时利用创设的情境调动学生学习新课的积极性。) 二、熟读儿歌，引入新知 （一）读儿歌引出要学习的韵母。 1.多种形式读儿歌。如，老师大点儿声，学生小点儿声；老师小点儿声，学生大点儿声；谁能自己读一读等。 2、小朋友快看看，喜洋洋要带我们去学习3个复韵母和它们的拼音。单韵母ɑ、e、u最喜欢和i做朋友了。你看，它们在一起就成了ei ui，它们都是由两个单韵母合起来的，我们给它们取个名字叫复韵母ɑi。这节课我们就一起来学习复韵母ɑi ei ui（板书ɑi ei ui） 3.仔细观察一下，这3个韵母和我们以前学过的单韵母有什么不一样？你发现了吗？对呀！两个单韵母合在一起就组成了新的韵母，这样由几个字母组成的韵母就叫作复韵母。 (运用儿歌引出音节，引导学生去发现复韵母这个新知识。这样，可初步培养学生自主探究的学习能力。) （二）学习复韵母ɑi。 ɑ学习ɑi 1、看插图说话，引出ɑi：图上画了什么？（一个姐姐和一个弟弟）谁个儿高？谁个儿矮？（姐姐高，弟弟矮。） 2、ǎi是第几声？第一声该怎么念？板书：ɑi 3、教学ɑi的发音，认清字形。 ɑi 就是我们今天要学的第一个复韵母，“复韵母”念两遍。复韵母ɑi 是哪两个单韵母组成的？怎么把ɑ和i合
第三章 西方财政的基本理论
第三章西方财政的基本理论 通过本章的学习，掌握各个时期财政学理论主要学派的观点等内容。 本章重点和难点：各个时期财政学理论的主要主张。 第一节宏观财政理论综述 第二节公共选择理论 第一节宏观财政理论综述 （一）古典宏观财政理论 （二）凯恩斯学派的宏观财政理论 （三）理性预期学派的宏观财政理论 （四）供给学派的宏观财政理论 （一）古典宏观财政理论 1.重商主义财政理论 2.古典主义财政理论 3.新古典主义财政理论 1.重商主义财政理论 重商主义财政理论主张国家对经济的干预，这一观点主要体现在政府的对外贸易政策上。重商主义主张限制金银币出口，实行高额关税，贸易壁垒，限制竞争，利用财政政策来干预经济的。 2.古典主义财政理论 以斯密为代表的古典经济学派主张“自由竞争、自由放任”、反对一切干预的自由主义思想。认为政府在市场经济中仅充当“守夜人、夜警察”的角色，“管得最少的政府就是最好的政府”。古典经济学派在宏观财政政策上主张财政收支平衡，反对赤字。 1.亚当.斯密的经济自由主义财政学说 亚当.斯密1776年《国富论》，产生了财政学。亚当.斯密——“财政学之父” 反对国家干预经济、反对提高税收、反对举借公债。 2.大卫.李嘉图对斯密财政学说的补充 李嘉图认为，任何赋税都来源于利润、地租或其他形式收入，主张实行负担最轻的税收。他所提出的税收理论被后人称为赋税转嫁论，给后来财政理论中的税种设置、收入分配理论研究提供了研究模式。此外，他反对财政补贴。 配第、穆勒、萨伊等古典经济学代表人物，都反对国家干预。认为“廉价的政府是最好的政府”，国家的财政支出不具生产性，应尽量减少，提倡减税、反对发行公债、反对实行财政补贴。 3.新古典主义财政理论 二十世纪初期，以英国剑桥大学经济学教授马歇尔和庇古为代表的传统庸俗经济学又被称为（第一代）“新古典经济学派” （Neoclassical Economics）。他们认为供给可以自动创造需求，资本主义经济有自然趋于充分就业均衡的倾向，因此宏观经济不需要政府干预。（二）凯恩斯学派的宏观财政理论 凯恩斯反对古典经济理论充分就业假定，认为边际消费倾向递减使得消费的增加
人教版一年级语文上册复韵母aieiui教学
教学目标： 1学会3个复韵母ai ei ui和它们的四声，能够读准音，认清形，并能准确书写。 2、能够认读声母与ai ei ui 组成的10个音节，会拼读本课的复韵母音节，会读拼音词。 教学过程 第一课时教学要求：学会复韵母ai ei ui 的四声与书写。教学过程： 一、复习检查。 1、抽读字母卡片：a o e i u u。 2、复习单韵母的四声 (2)单韵母发音嘴巴不动，复韵母发音嘴巴要滑动：发第一个字母音后马 上要发下一个字母的音，中间不能停，要一口气完成? (3) ai怎样发音呢？它与单韵母的口形有什么联系？教师再示范并边讲边提问：嘴巴先怎么样?(先张大)为什么?(因为有个a)发a音后嘴巴马上滑动，滑动到怎样为止，为什么?(滑动到上下牙齿对齐，因为a后面有个i。) (4) 师生有节奏地双边活动： 师：ai ai怎样发？ 生：ai ai这样发，因为有个a,嘴巴先张大，因为有个i，牙齿再对齐，ai ai ai 。 师：口形很重要。 生：一定要记牢。 (5) 复韵母的标调规则
学习标调歌：有a不放过，没a找o e, iu 都有标在后。 （6）对照标调歌，仔细看认真想，复韵母ai怎样标调？同桌讨论讨论。 指名学生板书调号。 小结标调方法：按单韵母排列顺序标调。 （7）练读ai的四声 （二）学习复韵母ei （1）出示ei ，说说组成，想想我们应该怎样发音。（先读e，然后向i 滑行） （2）生自由练习试读，明确ei也由两个单韵母组成，因此，也叫复韵母。 （3）复习标调歌，指名说说调号应标在谁的头上 （4）练读四声 （三）学习复韵母ui （1）根据ai ei的发音方法，谁来说说我们应该怎样发ui? （2）学生自由试读 （3）学习ui的四声，强调调号标在i上，但上面的点要去掉。 （4）练读四声。 四、学习ai ei ui 的书写 1、指导观察，写的时候注意什么？（两个字母靠近） 2、练习描红 五、巩固练习。 1、抽读韵母卡片。 2、比较3个复韵母的异同。 3、读顺口溜。 四、作业］ 1、练读复韵母。 2、抄写ai ei ui 各两遍。 第二课时 教学要求：学习声母与复韵母的拼读，练读音节词。 教学过程： 一、复习检查 1、什么叫复韵母？读好复韵母要注意什么？ 2、复习复韵母ai ei ui 和它们的四声。 二、学习复韵母ai ei ui 的拼读。 1、复习声母。 2、复习拼音节的方法。 3、出示:
人教版一年级语文上册复韵母aieiui
《ai ei ui 》教学设计河北省张家口市张北县察哈尔小学靳素枝教学目标： 1、认识复韵母。 2、学会ai.ei.ui 三个复韵母的音和它们的四声，给音节正确的标调。 3、能在四线三格中正确的书写韵母ai 、ei 、ui 。教学重点、难点： 学会ai.ei.ui 三个复韵母的音和它们的四声 教学准备：多媒体课件 教学过程： 一、复习导入 复习六个单韵母 二、教学ai 1、ai的发音（演示：a——i的变化。）发ai的时候，就是先张大嘴巴发第一个字母a的口型，马上滑向第二个字母i的口型，口型由大到小是有变化的，读得快一点儿，就是ai ----------------- a i ai。 2、复韵母ai。开火车读 3、学习ai 的四声。 4、在儿歌中找带有ai 的音节。（课件出示小白兔）你们看，这是一只——（小白兔），对，她的名字里就藏着ai，是哪个字呢？（白）有一首儿歌是唱小白兔的：小白兔，白又白，两只耳朵竖起来。爱吃萝卜爱吃菜，蹦蹦跳跳真可爱！这首儿歌里可藏着好几个ai 呢！你注意到了吗？刚才我们学习了复韵母ai 的许多知识，大家学得又快又好。下面我们一起轻松轻松
小朋友幼儿园里学过一首歌《拔萝卜》，还记得吗？现在我们一起来唱这首歌，我们还可以加上动作。（听唱《拔萝卜》，师带领学生表演。）三、学习ei （一）读准ei 小朋友，拔萝卜累不累？不累，我们这么多人一齐ei 哟ei 哟地拔萝卜，萝卜一定拔得又快又多。ei 哟ei 哟的ei 就是我们今天要学的第二个复韵母。出示课件：ei 指名读。请注意，读这个音，口型也要变化，而且要读得短一些。师示范，请小朋友评评是否读的正确。 再指名读，齐读。 现在稍微加快点速度，连读三遍，ei、ei、ei。拔萝卜呀——（生：ei、 ei、ei）,用点劲呀--- ，齐心协力---- ，加油干哪---- 。 谁有什么好办法记住ei （二）读ei 的四声（出示课件）自己读一读。顺序、倒序。指名读。分大组读。 游戏：听老师说一个词语（送给），想想ei 藏在哪了？小耳朵真灵。老师再说一句话，猜猜里面的ei 是第几声？四、学习复韵母ui（6）1. 打电话的小游戏师：丁呤呤，电话铃响了，小朋友接电话。（喂，你好，请问是一四班的小朋友吗？） 生：是啊，请问您是谁？有事吗？师：我是小白兔，我想请你们到家里来吃萝卜，好吗？生：好的，谢谢你！师：“喂”，就是我们今天要学习的又一个复韵母。（出示课件）ui。齐读。 3. 指导发音方法。 4.指名读，齐读。
小学一年级复韵母单元测试题
小学一年级复韵母单元测试题 班级：姓名：成绩： 一、写出由下列单韵母可以组的复韵母。 ɑ o e i u ü 二、你能给拼音宝宝找到家吗？ un enɡ zhi c si p u ei wu yi q r iu onɡ ye yuan yun 声母： 韵母： 整体 认读 音节： 三、按顺序填空。 b ( ) m ( ) ( ) t ( ) l ( ) k ( ) ( ) ( ) x zh ( ) ( ) r ( ) c ( ) ( ) ( )
四、把下列韵母表补充完整。 ɑ ( ) e i u ( )( ) ei ( ) ɑo ( ) ( )( ) üe er ɑn en ( ) ( ) ( )( ) enɡ ( ) ( ) 五、写出下面音节的韵母。 kāi ( ) xuě ( ) jú ( ) mǐn ( ) què ( ) jīnɡ ( ) hǔ ( ) jùn ( ) kǒu ( ) zhēnɡ( ) qǔ ( ) lǜ ( ) 六、把下面音节的声母写在（）里。 cǎo（ ) hiú ( ) zhuō ( ) ruì( ) xiónɡ( ) yǎnɡ ( ) 七、连线，挑选两种你喜欢的动物，把拼音抄在四线格上 fánɡ zi hú dié xiǎo niǎo qīnɡ wā
八、连线。 là zhú tài yánɡ qiān bǐ qì qiú九、请你把下面音节补充完整。 十、连一连. fēi jī xué xiào xiǎo hé yuè er 月儿小河飞机学校十一、知道这些动物爱吃什么吗？找一找连一连。
c ǎo y ú lu ó bo ɡǔ tou 十二、你能根据下面的图画写出复韵母吗？ 十三、根据汉字提示，给音节标声调。 轮 船 写 作 业 小 牛 排 队 lun chu ɑn xie zuo ye xi ɑo niu p ɑi dui you yon ɡ zhe zhi
小学一年级拼音组合
一、汉语拼音中最重要的。 （记住23个声母、24个韵母和16个整体认读音节。） 要求：每个孩子都能背下来，能默写以及打乱顺序能听写。 1、23个声母： b p m f d t n l ɡk h j q x zh ch sh r z c s y w 其中zh ch sh r是翘舌音，也叫卷舌音；z c s是平舌音。 2、24个声母可以分为： 6个单韵母：ɑo e i u ü 9个复韵母：ɑi ei ui ɑo ou iu ie üe er 其中er为特殊复韵母，不和其他声母组成音节，只能自成音节。 9个鼻韵母：（包括5个前鼻韵母、4个后鼻韵母） ɑn en in un ün （5个前鼻韵母）ɑnɡenɡinɡonɡ（4个后鼻韵母） 3、16个整体认读音节： zhi chi shi ri zi ci si
yi wu yu ye yue yuan yin yun ying 其中最容易写错的是整体认读音节“ye，”学生容易写成“yie”。需重点记忆。 二、音节加声调的位置。 （学生容易写错，因此要记住下面的标调儿歌以避免。） 有ɑ不放过，无ɑ找o e，i u并排标在后，单个韵母不用说。 其中，学生最容易出错的是复韵母iu和ui的标调。 三、小ü和j q x y 拼写时的去点规则。 （家长在家辅导时不断强化。为了加强记忆，可以记住下面的儿歌。） 小ü小ü有礼貌， 见了j、q、x和大y就摘帽。 j q x 和大y，从不和u在一起。 四、关于23个声母、24个韵母和16个整体认读音节中为什么没有uo。（音节分为两拼音节和三拼音节。） 如果uo在音节中出现，该音节为三拼音节。u为介母，o为韵母。 三拼音节一共有82个，以下是全部的三拼音节表。 多音节：ia ua uo uai uan ian iao iang uang iong
小学一年级上册复韵母练习题
复韵母练习题 一、读一读，抄一抄。 ao ou iu 二、请你帮助小兔把音节完整的写下来。 三、读一读 1. hu ü er z ǎo z ǎo de k üi le 。 2. ni ú ni ú p üi p í qi ú。 3. b ǎo b ǎo z ài h y shu ǐ。 ao b m z
四、读读这首古诗，然后，背一背，做一做。 长cháng 歌g y 行xíng 百bǎi 川chuün 东dōng 到dào 海hǎi ，何h ? 时shí复f ù 西x ī 归guī 。 少shào 壮zhuàng 不b ù 努n ǔ 力l ì，老lǎo 大d à 徒t ú 伤shüng 悲byi 。 找出学过的复韵母，用红笔圈出来。 ie ?e er 五、你能根据下面的图画写出复韵母 吗？ 六、请你把下面音节补充完整， 七、连一连？ f yi j ī xu ? xi ào xi ǎo h ? yu a er 月儿 小河 飞机 学校 ?e j q x ( ) ( ) ( ) ie j q x ( ) ( ) ( )
八、把音节补充完整 y m ? h j 要门爷回家 你栽树，他培土， 我去提水。 九、图画音节连一连。 wū guī cì wei xǐ qua bái cài 十、知道这些动物爱吃什么吗？找一找连一连。 cǎo yú luó bo gǔ tou
十一、对号入座，读准音节选一选。 hu ǒ ni ú y óu xu y bi ǎo p ǎo ( ) ( ) ( ) ( ) ( ) ( ) 十二、读一读，想一想，做一做。 看月亮kànyualiàng 初一看chūyīkàn ，一条线yītiáoxiàn ；初二三chūarsün ，眉毛弯m?imáowün ； 初五六chūwǔliù，挂银镰guàyínlián ；初七八c h ūq īb ü，像小船xiàngxiǎochuán ； 初九十chūjiǔshí，切半圆qiybànyuán ；十五六shíwǔliù，像玉盘xiàngyùpán 。 1.照样子，填一填。 弯弯的月亮像小船，圆圆的月亮像 。 2.你喜欢圆圆的月亮还是弯弯的月亮？能给它画张像吗？ 动动脑 筋啊！
一年级拼音怎么拼-啊
一年级的拼音怎么拼啊 汉语拼音一共有63个，声母有23个，韵母有24个，整体认读音节有16个。 一、汉语拼音 声母：指音节开头的辅音。 韵母：指音节中声母后面的部分。 音节：语音的基本结构单位，也是自然感到的最小语音片段。由声母、韵母组成。“大（da）” 一般说来，一个汉字代表一个音节。 声母：发音较轻快 b p m f d t n l g k h j q x zh ch sh r z c s y w 23个 韵母：发音时较响亮a o e i u ü ai ei ui ao ou iu ie üe er an en in un ün ang eng ing ong 24个 整体认读音节：zhi chi shi ri zi ci si yi wu yu ye yue yuan yin yun ying 16个 单韵母：发音声音又响又长 a o e i u ü6个 复韵母：ai ei ui ao ou iu ie ue er 9个 前鼻音韵母：指拼音中以“n”结尾的，如：an en in un ün 5个 后鼻音韵母：指拼音中以“ng”结尾的，ang eng ing ong 4个 前鼻音与后鼻音有很大的差别了：前鼻音的尾音是n，后鼻音的尾音是ng 前鼻音由母音和鼻尾音组成。鼻尾音是-n，发-n时，要用舌尖抵住上齿龈，软腭下垂，让气流 从鼻腔透出，音结束舌尖是抵住上齿背的。[en发音恩] 后鼻音eng 先发e,紧接着舌根后缩，抵住软腭，气流从鼻腔出来，是舌根音，要抬起舌根。
[eng发音亨] 平舌音：z c s 有3个[拼音中以“z、c、s”开头的] 翘舌音：zh ch sh r 有4个[ 拼音中以“zh、ch、sh、r ”开头的] 三拼音节: ia ua uo uai iao ian iang uang iong 9个 零声母音节: a ai an ang ao e ê ei en eng er o on 13个 [er为特殊韵母有时候归类于复韵母，有时候单独列为特殊韵母] 二、怎样读拼音 拼音有声母和韵母。韵母发音时较响亮，声母发音较轻快。韵母又分单韵母和复韵母，只包含一 个元音的，叫单韵母；包含几个元音或者由元音、辅音组合而成的，叫复韵母。 汉字音节的韵母，由韵头、韵腹和韵尾3个部分组成。韵头，又称介音；韵腹，称元音；韵尾则 有元音和辅音尾两种。 如：[如lie ] l是声母，ie是复韵母。i是韵头；e是韵腹如官[guan]这个音节中，g是声母，uan 是 复韵母。韵母uan 中，u 是韵头，a 是韵腹，n 是韵尾。 拼音的发音：单韵母 a（啊）嘴巴张大，舌位最低，舌身后部微微隆起。 o（喔）嘴巴圆圆，舌身略向后缩，舌身后部稍微隆起。 e（鹅）嘴巴扁扁，舌位高低与o大体相同，只是嘴角向两边展开。
学前班一年级拼音教案(复韵母和前后鼻韵母整体认读音节的教案)
复韵母和前后鼻韵母整体认读音节的教案 复韵母教案 ai ei ui 教学目标： 1. 正确认读三个复韵母ai ei ui，认清形读准音，了解复韵母的组合规律 2. 能在四线格里正确美观的书写三个复韵母aieiui 3. 记清标声调的规则，特别是ui的声调，应该加在i的头上 4. 复习两拼法，正确拼读声母和复韵母组成的音节 教学重点： 认清aieiui的形状，读准它们的音 教学难点： 1. 让学生记清复韵母的标调规则 2. 正确拼读声母和复韵母组成的音节 教学时间：两课时 教学准备:拼音卡片写有标调歌的小黑板课件 教学过程： 第一课时 本课目标：
1正确认读三个复韵母aieiui，认清形读准音 2记清标声调的规则，特别是ui的声调，应该加在i的头上 3能在四线格里正确美观的书写三个复韵母aieiui 教学过程： 一复习导入 抽读声母的卡片 二新授认识复韵母 师：刚才我们复习了我们已经学过的声母，同学们读得很好，现在下面的音节我相信大家也能读的很棒！ （出示：声母和单韵母组成的音节） 师：刚才大家读了声母和单韵母组成的音节，拼读的非常正确，许多单韵母都和声母手拉手变成了好朋友，其实我们大家不知道， 单韵母和单韵母之间，它们也有很深的感情！ （出示单韵母读一读） 师：这就是我们学习过的六个单韵母兄弟，它们团结友爱，是相亲相爱的一家人，于是它们中间的小i就站出来对其他的五个单韵母说：“我在我们单韵母家族是最受欢迎的了，我和小a 小e 小u的关系最好！”于是它们几个就相互的手拉着手，你们看（课件演示：ai ei ui） 它们又组成了一种新的韵母，象这种单韵母和单韵母互相配对组合的韵母，我们就叫它们：（老师板书：复韵母带读学生读）
一年级拼音(声母与复韵母)
仅供参考小学教育资料 姓名：__________________ 班级：__________________ 第1 页共6 页
声母与复韵母 【声母】 b p m f d t n l g k h j q x zh ch sh r z c s y w 【声母与复韵母组成的音节】 ai bai pai mai dai tai nai lai gai kai hai zhai chai shai zai cai sai wai ei bei pei fei mei lei gei hei wei ui dui tui gui kui hui zhui chui shui rui zui cui sui ao bao pao mao dao tao nao lao gao hao zhao chao shao rao zao cao sao yao ou pou mou fou dou tou nou lou gou kou hou zhou chou shou rou zou cou sou you iu miu diu niu liu jiu qiu xiu ie bie pie mie die tie nie lie jie qie xie ye üe nüe lüe jue que xue yue ▲er（不和任何声母相拼，独立成一个音节。） 一、复习带调复韵母。 āi uíài ěi uìèi ēi ái uīǎi uǐéi 二、熟读下列音节。 duì měi huí dǎi fēi hǎi nèi mái wài zhuī chái ɡuāi kuài shuāi huái 三、熟读下列音节词。 pái duì bái tù fēi jī cì wei kāi huì hǎi dài měi lì
第三章 公共选择理论相关案例
第三章公共选择理论相关案例 江苏试点人事改革国内首位“公推公选” 县长产生 华夏经纬网2003年12月8日讯：据中新网报道，今年10月中旬，江苏省在徐州沛县和常州金坛两地，“公推公选”县（市）长推荐人。这种“公推公选”县（市）级行政一把手的方式，在全国尚属首次，连月来成为全国关注的焦点。 经过一番公开角逐，国内首位“公推公选”候任县长于11月下旬在徐州沛县产生。 两轮民主推荐 10月21日上午9点多，刚处理完手头的工作，孟铁林就拿着准备好的毕业证书、学位证书和2寸彩照赶往徐州市中山饭店报名，这是徐州市开展“公推公选沛县县长”的第一天。从这天起，这位39岁的徐州市政府副秘书长，开始公开角逐沛县县长。 在规定的两天时限内，来中山饭店报名的徐州市干部共有70人。一位报名者告诉记者，由于江苏省委组织部和徐州市委为
报名者设定了门槛，“要不然报名的人会更多”。 这70名干部具有这样的共同点：学历高———大学本科以上；年纪轻———45岁以下；经验足———市级机关、市辖各县（市）区及市委管理领导班子的企事业单位的正副职，副职一般都任职2年以上，部分还有一定的县、乡工作经历。 据了解，过了第一道门槛的70位干部，在报名后的一周内，又面对了两次考验——两轮民主推荐。 10月24日上午，徐州市辖县（市）区四套班子成员，市委各部委办、市各委办局、公司、直属单位正、副县处职领导，即754名全市副处级以上领导全部被召集起来，每人在一张民主推荐表上，划上6个人的名字。经过计票，得票最多的前12位得以过关。 3天后，这12位胜出者，又被刷下去一半。这次的评判者为，徐州市在职副市级以上领导干部约30人。至此，被认为是“公推公选”工作的上半场“公推”宣告结束。 “‘公推’就是‘层层缩小包围圈’！”
小学一年级上册复韵母练习题
一年级语文第一册第三单元测试卷 班级姓名成绩 一、读一读，抄一抄。 ao ou iu ing ong 二、请你帮助小兔把音节完整的写下来。 @ ￥ 三、你能根据下面的图画写出复韵母吗 】 四、请你把下面音节补充完整， ~ ao b m zh （） （） （） üe j q ( ) ( ) ie < j q ( ) ^ ( )
五、连一连 fēi jīxúe xiào xiǎo héyuèer [ 月儿小河飞机学校六、把音节补充完整 y m éh j 要门爷回家 ` w q t sh 我去提水。 七、图画音节连一连。 "
wū guīcì wei xǐquèbái cài 八、知道这些动物爱吃什么吗找一找连一连。 ￥ cǎo yúgǔtou luóbo 九、你可以根据拼音画画吗 Píng guǒxiǎo cǎo xiāng jiāo 【 十、对号入座，读准音节选一选。 huǒniúyóu xuēbiǎo pǎo { ( ) ( ) ( )
( ) ( ) ( ) 十一、你能给拼音宝宝找到家吗 : un eng zhi c si p u wu yi q r iu ong ye yuan 声母： 韵母： 整体认读音节： , 十二、按顺序填空。 b ( ) m ( ) ( ) t ( ) l ( ) k ( ) j ( ) x zh ( ) ( ) r( ) c ( ) ( )( ) 十三、把下列韵母表补充完整。 单韵母：ɑ( ) e i u ( ) %
复韵母：( ) ei( ) ɑo ( ) ( )( ) üe er 前鼻韵母：ɑn en ( ) ( ) ( ) 后鼻韵母：( ) enɡ( ) ( ) 十四、拼一拼，写一写
小学一年级语文拼音教案：复韵母OU(人教版一年级教学设计)
复韵母OU(人教版一年级教学设计) 一年级语文教案 活动构思：拼音这门课非常重要，它将为入小学的汉字学习打下基础，但同时也是一门枯燥乏味的课，幼儿已学过几个复韵母，用一贯的教学模式教学幼儿兴趣不浓，易学易忘。游戏是幼儿最感兴趣的活动，本课将几个环节中都渗入游戏，调动幼儿的积极性，让幼儿主动地参与活动，形象地理解和运用复韵母。 活动目标： 1、学习复韵母ou及四声，能正确认读。 2、能拼读声母与复韵母ou组成的音节。 3、尝试看图片或汉字拼读音节、组词并说一句话。 活动准备： 1、拼音卡片：ɑoeiuüɑieiuiɑo 2、海鸥图片一幅，浪花图案的声韵母卡片12张，黑板板书。 3、5个射击靶、5幅图(猴、狗、口、藕、豆)、2个字卡（手、有） 活动过程： ●一、复习检查。 1、律动：手腕转动。 2、复习单韵母和已学的复韵母ɑieiuiɑo ●二、学习复韵母ou 1、出示海鸥图片，引出复韵母ou
2、分析字母组成，指导发音。 3、利用顺口溜记住发音。 ●三、学习ou的四声。 1、朗颂《标调口诀》后给ou标调。 2、集体练读四声，分组轮读，师生互读。 ●四、拼读音节。 1、出示浪花图案的声韵母12张，幼儿一一认读。 2、幼儿集体或单个拼读出各音节。 3、分男女生齐读各音节，开火车纠正读音。 4、全班幼儿看书读一遍。 ●五、游戏：打靶。 1、全班幼儿射击，打中靶后读出藏在靶后的字和音节。 2、教师示范：ou—藕汤—排骨藕汤有营养，指导幼儿用各音节组词并说一句话。 3、全班幼儿分组练习新句式。 ●六、拓展练习。 拿出藏在海鸥图片后的“手”和“有”字卡请幼儿用两个字说一句话。为下节的写字活动课做铺垫。
一年级复韵母教案
一年级复韵母教案 【篇一：苏教版一年级上册教案复韵母9个】 《 ai ui ei》第（ 1 ）课时教学预案 【教学目标】 学会ai ei ui 三个复韵母及其四声，能够读准音、认清形，并能正确书写。【教学过程】 《 ai ui ei》第（ 2 ）课时教学预案 【教学目标】 继续认识音节，学习“两拼法”，能够准确拼读由声母与复韵母组成的音节【教学过程】 【教学目标】 学会ao ou iu 三个复韵母及其四声，能够读准音、认清形，并能正确书写。【教学过程】 【教学目标】 【篇二：2016最新版人教版一年级语文上册《1第三单元：汉语拼音(复韵母)》教案】 第三单元：汉语拼音（复韵母） 单元教材分析： 本单元是第二个拼音单元，共安排了5课拼音和 1 个语文园地，学习内容包括9个复韵母、9 个鼻韵母和 6个整体认读音节，还穿插安排了儿歌、词语以及认读字。 单元教学目标： 2.过程与方法：掌握两拼音节和三拼音节的拼读方法，正确拼读声母和复韵母组成的音节。在四线格中正确书写5 个音节词。 3.情感态度价值观：借助拼音，和大人一起阅读，感受和大人一起阅读的乐趣。 单元教学难点：通过比较，读准音近的音节；能区分形近复韵母，读准音节词。 课时安排：18课时 课题：复韵母ai ei ui 第1课时 教学内容：复韵母ai ei ui 教学目标：
3.情感、态度与价值观：知道学习汉语拼音能帮助识字和阅读，学习普通话，学好汉语拼音。 教学难点：正确、熟练地读准每个音节。 教学准备：字母卡片 教学过程： 一、激趣导入 1．复习：我们先来探望一些旧朋友——单韵母 板书：复韵母 二、学习新知 引导观察课文图片，明白a和i是挨在一起的。 学生开火车式抽读 5．示范写法，学生书空 （二）学习复韵母ei 1．右手出示“e”卡片，左手出示“i”卡片 2．请同学试一下帮它们结朋友：要先摆好e的口型，再摆好i的口型，由e滑到i ，e的发音短，i的发音长。 范读，齐读 出示课文的图片，（板书ei） 小朋友砍木头，嘴里发出ei 的声音。 4．编儿歌：e在前，i 在后，滑过来eieiei 5．示范写法：学生书空 （三）学习复韵母ui 1．由“喂”的读音引出ui 2．提问：怎样读ui？ 要先摆好u的口型，再摆好i的口型，由u滑到i ，u的发音短，i 的发音长。范读，齐读 3．学生编儿歌 u在前，i 在后，滑过来uiuiui 4．板书ui ：示范写法，学生书空 三、巩固练习 1．戴帽子游戏：课件出示ai ei ui的声调拼读。 ai ei ui的声调帽都戴在谁的头上？ 3．齐读。 四、汉字森林（拓展练习） 1.课件出示ai ei ui拼读
一年级语文上册汉语拼音《aieiui》教案新人教版
《ai、ei、ui》 一、教学目标： 知识与技能： 1、学会ai、ei、ui三个复韵母和它们的四声，读准音，认清形。 2、正确地拼读ai、ei、ui组成的音节。 过程与方法： 1、复习导入。由对单韵母的复习自然地过渡到本课复韵母的学习。 2、合作学习，游戏巩固。让学生在生动有趣的故事中发现特点，正确掌握。以领读，跟着读的形式让学生巩固所学拼音。 情感、态度与价值观： 体会到学习汉语的乐趣，提高与别人合作学习的积极性。 二、教学重点与难点： 重点：看图说话。读准ai、ei、ui三个复韵母的音，记住字形。 难点：ai、ei、ui的标调。 三、课型、教学课时数： 新课、第一课时。 四、教学方法： 朗诵和引导教学法。 五、教学手段： 多媒体课件。 六、教学过程： 第一课时 一、复习检查 认读6个带调单韵母。 二、提出学习任务 今天我们要学习3个复韵母和它们的拼音。单韵母a e u最喜欢和i做朋友了。你看，它们在一起就成了ai ei ui，它们都是由两个单韵母合起来的，我们给它们取个名字叫复韵母。这节课我们就一起来学习复韵母。 三、教学复韵母ai （一）看插图说话引出ai：图上画了什么？（一个姐姐和一个弟弟）谁个儿高？谁个儿矮？（姐姐高，弟弟矮。） （二）ǎi是第几声？第一声该怎么念？板书：ai （三）教学 ai的发音，认清字形。 1.ai就是我们今天要学的第一个复韵母，把“复韵母”念两遍。 2.复韵母ai是哪两个单韵母组成的？怎么把a和i合成ai呢？教师示范，告诉学生，复韵母发音时口型要变。a读重些，i读轻些，两个音要连在一起，不能分开，读ai时可体会一下“矮”的读音。（教师领读三遍，学生各自模仿着读，集体读，指名读。） 3.对比读，a---ai，让学生看老师发音时的口型，听清发音，说说老师刚才发的是什么音。 4.四声练习。 （1）学儿歌：a母出现a上标，a母不在找 o e，i u并列标在后，i上标调点去掉。 （2）让学生注意，ai的调号标在a的头上，因为a发音时的开口度比i大。结合口语训练进行四声练习：我挨着你，你挨着我，āi āi āi。旧社会，孩子常挨饿，ái ái á
一年级拼音(声母与复韵母)
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复习复韵母-小学一年级语文教案
复习复韵母-小学一年级语文教案 复习3 教学目标： 1、复习复韵母，能够正确区分形近的复韵母。 2、能够正确拼读音节，并与相对应的图片连接起来。 3、复习所学的词语，并能选词造句。 4、拼读儿歌《拼一拼》，发挥学生的创造能力，想一想，三个圆圈和三条直线还能拼成什么图案。 教学时间：2课时 第一课时 课时目标： 1、复习复韵母，能够正确区分形近的复韵母。 2、能够正确拼读音节，并与相对应的图片连接起来。 教学过程： （一）第一题：我会读。 1、卡片认读单韵母：i e u r 2、你能把这些单韵母组成复韵母吗？读一读。 3、读：ie--ei iu--ui ei--er，说一说每一组复韵母有什么区别。 （二）第二题：我会连。 1、拼读音节。（指名读、开火车读、齐读） 2、自己试着把音节和图片连接起来。 （三）扩展活动。 1、比一比，看谁能认读。 2、同桌的两位同学轮流认读卡片上的复韵母和整体认读音节，互相纠正。 3、拼拼读读，看谁拼得又准又快。 cì wei dài shǔ yě tù jiǔ cài dòu jiǎo qié zi 第二课时 课时目标： 1、复习所学的词语，并能选词造句。 2、拼读儿歌《拼一拼》，发挥学生的创造能力，想一想，三个圆圈和三条直线还能拼成什么图案。 教学过程： （一）第三题：我会认。 1、打乱顺序，卡片认读词语。 2、谁能用这些词语来说一句话？ 3、这些词语你能给它归归类吗？说说你归类的理由。（人称、动物、动作） （二）第四题：读读拼拼。 1、出示儿歌《拼一拼》，自由拼读儿歌。
一年级复韵母拼音练习
一年级复韵母拼音练习一、读熟带调复韵母和单韵母。 uíàitiuìai?áiu? áaǎiuǐ?iúǜí 二、熟读下列音节。 bɑidɑiɡɑihɑizhɑicɑi feibeipeimeileinei duituicuiruichuisui 三、熟读下列音节词。 páitàinǎiláisàichái baip?imaif?inailai ɡuǐkuíhuìzuǐshuǐcuì 拼音练习14 一、复习带调复韵母。 üiuíàitiuìai yiáiu?ǎiuǐ?i 二、熟读下列音节。 duìmtihuídǎifyihǎi naimáiwàizhu?chái ɡuüikuàishuüihuáichuài 三、熟读下列音节词。
pái duìbái tùfyi j?cìwei küi huìhǎi dàimti lìhuíjiüdài shǔshūɡuìzuǐbɑlái huízhu?zhútuìbùqíɡuàikuài lax?shuàiɡuüi hái zi 拼音练习15 一、读熟带调复韵母。ǎoaiiúiùàoáiōuiū áouǐǒuuǐ?i?uiǔ?u 二、熟读下列音节。 pɑoshɑocɑorɑomɑolɑo houzhouloumouɡousou jiuliudiuniuxiuqiu 三、熟读下列带调音节。bàodüonǎoɡàohǎoyǎo dǒut?uk?uchǒuyǒuzǒu niúdiūqiúxiùjiǔliǔ 拼音练习16 一、读熟带调复韵母。ǎoaiiúiùàoáiōuiū áouǐǒuuǐ?i?uiǔ?u
二、熟读下列带调音节。 dàobüocàicháiɡǒuh?u jiǔniúkuízhu?naimti y?ur?usōul?udiūshuǐ tiüoniǎoxiàopiüoliáojiào 三、熟读下列音节词。 jiǔcàiniǔk?ubào zhǐ chǎo nàolǎo sh?jiüoào ɡu?qiáoduōshǎoyüo qiú xiǎo cǎotiào shuǐhǎiōu 注意： 下面划横线的音节为三拼音节。 拼音练习17 一、读熟带调复韵母和整体认读音节。?aitari??y?riyyr iatr yayuyy?yuaytyy 二、熟读下列音节。 yaziyuayátr duoyawǎn ?rɡylu?yayyshùyuyhuì yuaqìy?yeyttù?r nǚ yúeryuaerhuüerniǎo er