The Study Of The Relationship On The Literacy Amount Of The Fifth Grade Of Primary School And Chinese Scores

Literacy words in Chinese language teaching is the important constituent, how many literacy quantity pupils have is closely related with reading and writing. This research chooses two classes of different schools of Shanghai and survey. The research analyzes the literacy amount and Chinese language scores using SPSS 17.0 and Microsoft Office Excel 2003, the main research as follows:First, it compared literacy amount of fifth grade students with the curriculum standard for literacy amount requirement, and literacy norms of Shanghai. Second, the research studied gender gap of literacy amount. Third, the research studied correlation between literacy amount of the fifth grade students and Chinese language scores.Research results show that:The fifth grade students not only reached the literacy amount of Shanghai Chinese curriculum standard, but also reached the national Chinese curriculum standards. Compared the fifth grade students in Shanghai and the students during the 1990s we find the literacy amount of the fifth grade students is taller about 331 words than the norm of Shanghai, refer to each grade elementary literacy amount scale, the fifth students of the investigation equivalently grade 6 in Shanghai norm. However, the survey shows that municipal key primary school grade five students'literacy is less about 152 words than the fifth grade student literacy quantity form suburb.Literacy amount have different gender. Girl's literacy amount is higher about 73words than that of boy's. This result tells us that girls have more literacy amount than boys'. This result consists with our experience.On the relations between literacy amount and Chinese language scores, correlation coefficient is 0.396. It tells us they are relevant. Literacy amount affect the Chinese language scores.Based on the above results, the study gives the following suggestions:Teachers should pay attention to the gender gaps during teaching and reading literacy education. Expand literacy approaches using the students living environment. Teacher-student cooperation, explore characteristics and regularity of literacy, experience the literacy fun.