A Study Of Teaching Strategies Of Subject Participation In Teaching Of Chinese Litaracy In Primary School

Primary Chinese is a basic subject which is the foundation for students to learn other subjects while literacy teaching is the basis to learn Chinese. Along with the development of time, the education field is paying more and more attention to literacy teaching.Thus, many effective explorations and experiences on literacy teaching have been summarized. However in the concrete teaching process, there are also many problems in the literacy teaching. Based on the primary Chinese literacy teaching and integrating the theories of subject participation at home and abroad and the students’ psychological characteristics, the thesis puts forward literacy teaching strategies of subject participation.In this thesis, teaching strategy of subject participation is defined as a series of activities designed to improve teaching efficiency during primary Chinese literacy teaching, which is guided by the concept of subject participation teaching, basing on the teaching situation and the students’ characteristics. In the teaching process, the teachers should respect the students’ subjectivity and guide their students to participate in teaching activities actively so as to cultivate students’ subject participation consciousness and ability and manage the literacy teaching regulation and decision making. Thesis thinks that teaching strategies of subject participation is based on the following theories:development of the Marx theory, the subjective education theory, the constructivism theory and the basic idea of new curriculum.Combining with teaching practice, the author did a research in S primary school in Huai Yang county Henan province. The participants included students from grade one to grade six and their Chinese teachers. The implementing situation of teaching strategies of subject participation was analyzed. It showed that there was a lack of interest in students’ literacy, and that some students even have negative emotions toward it. In the literacy teaching process, students learned quickly, yet they also forgot fast. The "recovery rate" was quite high. Students relied too much on their parents, lacking the consciousness of active learning Chinese characters. The students could not use what they had learned flexibly. There should be other ways through which students could become literate. As for the teachers, they could not fully mobilize the enthusiasm and initiative of the students. The classroom atmosphere was not active enough.In the teaching process, they did not pay much attention to font structure. As a result, there were many characters wrongly written or mixed up and the "recovery rate" was quite high. Most of the teachers were already beginning to use a variety of literacy teaching methods so as to make the class more interesting and lively From the aspects of students and teachers, the thesis analyze the reasons why the students lack of initiative participation in the process of literacy, why students are passive in learning Chinese characters and why they are afraid of difficulties.Teachers’problems included their backward teaching conceptions, lack of strategy consciousness, some teachers lack of systematic subjectivity education ideas and neglected the instruction of learning methods in literacy teaching.The thesis thinks that the characteristics of teaching strategies of subject participation in teaching of Chinese literacy in primary school are:subjectivity, democracy, participation, openness,interactivity, practicalness and so on.The thesis discusses the implementation ways in teaching strategies of subject participation in teaching of Chinese literacy in primary school from the following aspects:the establishment of a democratic and harmonious relationship between teachers and students, stimulating students’ interest and the implementation of classroom teaching interaction.