The Formation Of Primary Language Literacy Research

With the Chinese course reform is deepening, the concept of "Chinese Literacy" came into being. In 2001, "The standard for Chinese of full-time compulsory education "put forword the principle of improvement of students'Chinese Literacy as the first basic concept.It is the product of deepening reform in Chinese course. "Chinese Literacy" is one alternative to the "Chinese knowledge"and "language proficiency" which are familiar to everyone.It is not just a concept or name changes, it means that the Chinese concept of curriculum changes which produces a profound impact on the teaching of the Chinese.Chinese Literacy is the core concept of Chinese courses. For understanding and defining the meaning is directly related to language teaching whether can successfully implement and the quality of students whether can form and develop. However, in 2001, " The standard for Chinese of full-time compulsory education " did not give a clear or more scientific explanation to"Chinese Literacy", which leading to the current Chinese education sector has not reached a consensus on how to promote students the formation of Chinese literacy because there is no unified understanding reached, although a lot of research has made.Primary education is the start-up and basic stage, so I put this study located in the primary language literacy. Through searching into current literatures and research findings, combined with the characteristics of Chinese teaching in primary schools, the text try to make clear the meaning and content of primary Chinese teaching and prove the basic characteristics of Chinese literacy. Through the analysis of typical experiences, combining with primary school teachers'teaching cases, after a rational and theoretical consideration,we can sum up the effective approach to form the primary language literacy and then to promote it.The text is divided into four parts, and the structure follows:The first part is about the basic theory of the formation of primary language literacy.This part mainly includes four aspects:1. Make clear the essence of" language Literacy", through existing relevant research, combining with the characteristics of language teaching in primary schools, and based on the connotation ruled clearly by " The standards ".2. Explore the composition of language literacy according to the connotation of primary language literacy.3. Reveal the formation of primary language literacy theory,with combination of humanistic learning theory and constructivist learning theory.4. The aim is to give primary school language teachers to enlightenment and better promote the formation of primary language literacy through the research.The second part is about the practice of research on primary language literacy (case studies). Research through the perspective of teaching of oral communication , teaching of reading,and teaching of writing in Chinese primary school , then explore the affective integration and mutual contact among five aspects of Chinese knowledge, language proficiency, language accumulation ,Chinese learning, and language inner meaning, and ultimately form the primary language literacy process.The finally aim is to enlight Chinese primary school teachers how to promote the formation of primary language literacy in teaching practice.The third part, through the classic teacher experience, combined with the basic theory of formation of primary language literacy, to achieve the combination of theory and teaching practice, further to promote the formation of several proposals with the aim of giving teachers some enlightenment, promoting the formation of primary language literacy effectively.The fourth part, language teachers for primary suggestions. "The standard for Chinese of full-time compulsory education"To "improve the quality of language," the basic concept. Language teaching in primary schools to achieve "a comprehensive language to improve the quality of students" on the professionalism of language teachers in primary schools has put forward higher requirements. Primary school language teachers should continuously improve the capacity of literature and aesthetics, and constantly reflect on teaching professionalism to promote the improvement of their own to promote the formation of primary language literacy.