Intervention For Poor Academic Performance Of Elementary School Students Based On Phonetics Research

Pinyin is an important part of Chinese learning in the first grade of primary school.It plays an important role in the reading stage beginning with Chinese.Pinyin is the phonetic part of Chinese.Pronunciation,spelling and comprehension constitute the content of Pinyin learning.Sensitivity to pronunciation is phonetic awareness,which is also one of the acquisition of words and metalinguistic awareness in reading.Previous studies have shown that phonetic awareness directly affects the development of children's earrly reading ability.Low phonetic awareness will lead to difficulties in pinyin learning.Chinese Pinyin teaching is not only the carrier of phonetic awareness intervention,but also the starting point of Chinese learning.The mastery and skilled application of Pinyin can promote children's further learning of Chinese and reading.With the revision of Chinese curriculum standards and syllabus,the learning requirements and orientation of Chinese Pinyin have changed.However,there are still some problems,such as the difficulty gradient of Pinyin teaching is too big,teaching Pinyin as knowledge,ignoring the support and bridge role of Pinyin in early reading.Based on the principle of phonetics and the core experience of students,this study attempts to develop phonetics teaching materials to improve the phonetics learning in class and the phonetics learning of students with difficulty.The newly developed teaching materials are used to systematically teach the phonetics of first-grade children,and individually intervene the children with phonetics learning disabilities in lower grades.This research mainly includes the following contents:Study 1:Based on literature research,this paper analyses phonetics and Chinese Pinyin and the relationship between them;grasps the syllabus and curriculum standards of Chinese Pinyin;uses action research,observation and interview to understand the status of Chinese Pinyin teaching in the edited textbooks of the Research and Reading Department,and combines the cognitive development and phonetic ability development level of the first grade children.A set of systematic phonetics teaching materials has been developed based on the software EDraw Max.Study 2:Match the same class for the first grade of a primary school in Xi'an.The experimental class uses the newly developed phonetic teaching materials to teach Pinyin.The control class uses the textbook edited by the Ministry to teach Pinyin.The teaching duration and the teaching style of the teachers are the control variables.After about one month's intervention,the performance of Chinese mid-term examination was collected,and t-test was used to compare the academic achievement of the intervention before and after the intervention,the experimental class and the control class.Two months after the intervention,the Pinyin part of the final performance of Chinese was collected to explore whether phonetic intervention had a sustained and stable impact on children's academic performance.It proves that the newly compiled phonetic teaching materials can effectively improve the learning effect of Chinese Pinyin.Study 3:According to the development of the textbook of Study 1 and the effectiveness of the textbook already proved in Study 2,the intervention research on the students with poor pronunciation in the lower grades is carried out by using action research.Firstly,12 second-year Chinese students whose academic performance is stable at 5%of the grade are selected to intervene in the case of students who fail the phonetic awareness test.DN-CAS Cognitive Test,Word Recognition and Reading Comprehension Ability Assessment were conducted on selected cases,and a 2-month individualized dynamic intervention plan was formulated.The post-test of phonological awareness,word recognition and reading comprehension was conducted after the intervention,and compared with the pre-intervention to verify the effectiveness of the intervention on children with phonological learning disabilities.Through the above research,the following conclusions are drawn:1.The phonetics teaching materials based on phonetics rules are more in line with the characteristics of children's phonetics learning.2.The phonetic intervention materials based on phonetics rules can significantly improve the first-grade students' learning of Chinese Pinyin,and can improve the efficiency of early learning of Pinyin.3.Intervention based on phonetics and children's cognitive rules has significant effects on the phonological awareness,word recognition and reading comprehension of children with phonological learning disabilities in lower grades,and can improve the language academic performance of children with phonological learning disabilities.