The Joint Between Teaching Literacy In Kindergarten And Primary School Levels

According to the psychological characteristics and cognitive rules of students, based on the constructional characteristic of Chinese characters, teaching literacy can help students with interest and ability to memorize characters, pronunciation and semantics. As the beginning of foundation education, teaching Chinese literacy is very important in both kindergarten and primary school, which has a big influence on the elementary level of education. Students will face problems in the differences between teaching literacy in the kindergarten and primary school levels.In this article, the writer gives the meaning of literacy teaching and some relative concepts, analyzes the problems in teaching literacy at both kindergarten and primary school levels, try to put forward a new way to improve teaching literacy in kindergarten and primary school. This article primarily has four parts:The first part: By defining the meaning of teaching literacy and comparing the difference between the teaching literacy at both kindergarten and primary school levels: it's used to teaching literacy by viewing drawings and in the games at kindergarten, and on the other side, "pinyin literacy" and learning literacy by reading is used more at primary school. So, we must attribute importance to the joint between teaching literacy in the kindergarten and primary school.The second part: The writer analyzes the problems in teaching literacy through three aspects: kindergarten, primary school and family. First, it's improper for the kindergarten to sit back and wait for the help from primary school or to teach literacy for primary school. Second, it's difficult for primary school to get the hang of teaching literacy when children become pupils. Third, some families expect too much of the children, while the others don't inquire nor listen to the children. All these attitudes are biased, which make against the joint between teaching literacy in the kindergarten and primary school.The third part: By analyzing the psychological characteristics and cognitive rules of students, looking back on the history of traditional "mass literacy" teaching and modernness "pinyin literacy" teaching, introducing the development of modern teaching literacy experiments such as teaching literacy by reading, "mass literacy", "pinyin literacy" and so on, outlining the research of literacy learning abroad, the writer comes to a conclusion that by now the kindergarten and primary school are not taking effective measures to link kindergarten with primary school according to the theory of psychology, education and literacy.The forth part: the writer intends to put forward a new way to improve the teaching literacy in kindergarten and primary school: According to the experiences of "pinyin literacy" teaching and "mass literacy" teaching, teaching literacy in kindergarten could be feasible. Also teaching pinyin, fundamental characters and strokes will help students to get ready for learning literacy in primary school. On the other side, in primary school, learning literacy by reading will help to inspire students' motivation and interests. According to successful cases of teaching literacy in family, family should take a part of responsibility to teach literacy. The mutual cooperation among kindergarten, primary school and family improves the overall efficiency of teaching literacy, which can help children to learn literacy.