The Reform And Expeirment In Primary Pinyin Teaching

Pinyin is an efficient learning tool for Chinese word and mandarin as well as an assistantone to read and write. Pinyin teaching is the first difficulty to face with during Chineseteaching in primary schools and the biggest challenge for the new school children. The resultof pinyin learning plays a great even decisive part in affecting students’ interests in languageand literature. Consequently, pinyin teaching has a grand influence in the entire Chinesecourse research. This paper analyses the history and the current situation of Chinese pinyinteaching from three inspects which are the problems in present pinyin teaching, the formerand current research and the empirical research in “Combination Pinyin Teaching”, adoptingsome research methods such as literature induction, questionnaire survey, experiencesummary and so on. At the same time the reform schemes are put forward to solve theexisting problems, which should be implemented and tested during the actual teaching.Part one, the problems in present pinyin teaching in primary schools. With thedevelopment of the times, pinyin is playing a broader part and booming peoples’ enthusiasmin pinyin learning. Although researches in pinyin teaching increased, now, much deeperresearches are pressingly required to inspire children’s learning interests and improve theteaching effect and to solve many other questions.Part two, the history of primary pinyin teaching reform and the current researches.Chinese Pinyin Plan was passed in the fifth meeting of the first session of the NationalPeople’s Congress in February,1958. In the autumn of the same year pinyin was compiledinto the Chinese primary textbooks as an important learning part for students in grad one.With the mutual effort of teachers, experts and leaders in the past fifty years there has been agreat development in the textbooks and teaching methods with continuous explorations andimprovements have been made. However, many defects still need deeper research andimprovement.Part three, the empirical research in “Combination Pinyin Teaching”. Browsing manyreforms and researches in pinyin teaching, most of these researchers put their attention intosome inspects such as methods to remember single letters, forms to prompt children topractice spelling and reading, and so on. And there is some research blanks in formationorders of pinyin textbooks, psychological characteristics of children’s recognition and memory, efficient penetration of laws for spelling and reading pinyin, efficient combinationof words and pinyin, and so on. In order to fill these blanks and improve current pinyinteaching, the writer is going to operate the “Combination Pinyin Teaching” experiments andresearches in pinyin teaching through reorganizing textbooks, reforming teaching methodsand exploring training aids.Although the experiment research has achieved some sort of results, some problemsstill remains to be solved and improved.