Literacy Teaching In The Lower Grades Of Primary School Current Situation And Implementation Strategy Research

The Chinese character which plays an important role when Chinese culture passed down through generations is a broad and deep system. As basic competence of primary school students, reading and writing have a close relationship with the quality of the lower grades students’literacy. So the students of lower grades must know many characters to meet such a situation. Because the Chinese class of lower grades is the main platform to learn characters, the lower grades is the fundamental stage of learning it, just like the first step of nine stories tower. From this point, it is a hard work for each Chinese teacher that how to make lower grades students in primary school learn Chinese characters well and firmly which is also a question we care about and be eager to solve.In the passed decades, there were more than30methods of Chinese language literacy teaching, such as Focused Literacy, Scattered Literacy, Phonetic Notation Literacy, Rhythmical Literacy and, each of them formed their own characteristic. Nowadays, the new curriculum emphasizes the importance of the separation between reading and writing and sets that a student of low grades in primary school (the first period) should know1600-1800characters which make up more than half of the total literacy and it’s very hard for a first year students to accomplish.For the feature of the low grades students, who learn fast and forget it quickly, the students couldn’t completely hold the new words they learn. And some Chinese teachers have no scientific methods, they prefer cramming up by using read-memorize method to impose the students work but reduce the effect. How to promote the efficiency of the students’literacy and help them to learn characters in a relaxed and serious class with scientific methods? The author argues that, for the different stages students, we should teach them in varies ways. For instance, towards the grade one students who are staying in transitional period, we should cultivate their interest in literacy; towards the students in the first term of the grade two, we should pay more attention to their competence, and in the second term of grade two, we should combine teaching characters and reading because the students here are making such transition. For the context, the author promotes that towards different task, using varies teaching methods. For example, in the Chinese textbook of Shanghai, each course has3-8new words. So when the teachers prepare their classes, they should open their mind and use diversified methods when they help students to learn and keep varies emphasis in writing.