How to carry out the teaching of large units in the lower grades (especially the first grade)?The goal of accumulation and sorting in the task group of basic learning Xi in the lower grades of the Chinese curriculum standards points out: to observe the glyphs and experience the relationship between the parts of Chinese characters. Sort out the characters you have learned and perceive the connection between Chinese characters and life.
According to the requirements of the course standards, carefully interpret the textbooks, according to the content of the textbooks, the overall understanding and grasp, the textbooks have intrinsically related to the learning Xi objectives of multiple units, a name paste game can be associated with the integration of homework design, the key goal of the first grade is literacy and writing, the content of the textbooks for the first grade is as follows: a unit of pictographic literacy two or three units of pinyin learning Xi, in the learning Xi literacy tools while reading carefully.
Fourth, the content of the Chinese garden textbook in units 5678 will be found to be literate in life, learn to observe, analyze, and sort out the structure and meaning of Chinese characters. 
In summary, with the goal of literacy teaching as a whole, the whole book is to use different methods to learn Xi pronunciation, character shape, and word meaning, and develop students' literacy ability. In this way, a name sticker can be used to design such literacy as a whole. For example, with such a list of students, the following literacy game can be designed
On the one hand, students will be very interested in learning the names of their classmates Xi the names of their classmates who have learned in the Pinyin learning Xi Xi in the Pinyin learning every day, on the one hand, the names of the students will be very interested in the names of the students who have learned in the classroom, and they will be able to promote the methods learned in the classroom to continue to consolidate the learning Xi of the Chinese Pinyin after class. On the other hand, some names are familiar to the student, and he can use pinyin to strengthen his literacy. The following is a small note with the student's name on the phonics practice Xi prepared by the Xi for the students after the "GKH" Xi learning. As shown in Fig
2. Design a name sticker game according to the classification of Chinese characters. Design Xi tasks with the theme of the Chinese characters learned in the textbook, carry out literacy accumulation and combing, make a literacy booklet, one side is one page, give students a class list, let students learn the content according to the daily teaching progress of the learning content Xi side as the sub-project theme, let students go to the student list every day, find out the Chinese characters with this side in the student's name, cut and paste into the corresponding side, in order to facilitate children to understand the meaning of Chinese characters, you can use the art discipline to integrate design, teach students some minimalist sketches related to the side of Chinese characters, let students accumulate and sort out after hand-drawing。 Such as:1Find the words in the student's name that have a cursive prefix and cut and paste them into the corresponding shape
2.Find the word next to the wooden character in the student's name and cut and paste it into the corresponding shape
3.Find the character next to the Japanese character in the student's name and cut and paste it into the corresponding shape
4.Find the word next to the worm in the student's name and cut and paste it into the corresponding shape
5.Find the word next to the moon in the student's name and cut and paste it into the corresponding shape
5.Find the word next to the student's name and cut and paste it into the corresponding shape.
6.Find the words with the prefix of the student's name and cut and paste it into the corresponding shape.
After the assignment of the learning Xi task group with the Chinese character side as the learning Xi theme is completed, you can use the Chinese character structure as the learning Xi theme, and then design the learning Xi task group to sort out the upper and lower structure, left and right structure, and surrounding structure in the student's name. In this way, students' literacy skills can be gradually developed and literacy teaching can be carried out effectively and solidly. The above research only represents the research of the prince's micro-course, and everyone is welcome to study and make progress together with us.