The Reflection On The Teaching Of Chinese Literacy In Primary School

Based upon the review of both historical experience and theories in the field of Chinese literacy teaching in primary school, the fundamental purpose of this study is to analyze their rationality and limitations, to gain some insights into the causes of the problems, to advocate some effective approaches to the improvement of Chinese literacy teaching by combining the law of Chinese structure and the theory of students' cognitive development.Mainly by using the historically comparative experience method, and in view of Chinese linguistics and certain relevant theories like Bruners structuralism and modern cognitive theories, and yet on the basis of elaborating on discipline structure of teaching Chinese Literacy in the primary school and the characteristics of child's cognitive development, this thesis reflects upon the practice of teaching Chinese literacy in China's primary school and emphasizes the importance of good resolutions of the following issues: the relation between Chinese literacy teaching and Chinese teaching system; the stages of Chinese literacy acquisition and the multiplicity of the approaches to such acquisition; the issue of Chinese phonetic alphabet as the instrument of Chinese literacy acquisition or as its goal; major device and auxiliary devices for the development of Chinese literacy, etc. And finally by addressing the essential frameworks of the new curriculum standards, the ultimate aim of Chinese literacy teaching as well as the striving direction for China's Chinese teaching reform is defined as "teaching aims at self-teaching".