Lower Primary Text Mnemonics Mnemonics Innovations Of Thought And Practice

Throughout the history of primary school Chinese text education, there are plenty of studies of Chinese texts, but many of them focus on accumulating and mastering words, discovering the meaning of texts, summarizing the theme, grasping all kinds of sentence patterns, analyzing the important and difficult paragraphs and so on, while relatively speaking, the text learning interest of students is ignored. On the improvement of interest in learning Chinese, previous researchers have mentioned interest-stimulating method, the Chinese character teaching method, the game teaching method, the creation of situation approach, such as role playing, music, painting, multimedia representation and so on, but research on the Chinese text is relatively few. As a saying goes, interest is the best teacher. Chinese is like a door and children can know the world through learning Chinese. Thus, if the door is heavy, our children will be not interested in opening it, and it will be difficult for them to master the vast knowledge of Chinese and feel the charm of Chinese. Thus, how to make Chinese text teaching easy and interesting is very important.The basic role of low-grade Chinese text is to teach children knowing the words, feeling the beauty of the article and the natural magic, the beauty of soul and understanding how to deal with people and so on, which are very important. However, some Chinese articles are so long that children are afraid of reading at first, and it is difficult to understand them, but learning songs is much easier and more interesting for children. As an interesting song usually contains some common Chinese words, therefore, the study of songs and Chinese texts can be combined together, because each has its own advantages. For songs, children have a strong interest in them and it is easy to learn and remember. Therefore, some long Chinese texts can be adapted into songs, thus reducing the difficulty of learning and helping children understand the text and then master the key words and content of the text. So the method of adapting the text into songs can be used as an auxiliary way of teaching. According to the knowledge capacity and the degree of difficulty of the text, it can be used differently. If the text is not difficult, together with the students, teachers can use five to ten minutes in the classroom to adapt the texts into songs. Sometimes, body language can be used appropriately, which are helpful for students to understand, digest and remember the texts. If the text is difficult, teachers can adapt the text into songs by themselves. Of course, if some students have a strong interest in it and have a good language-organizing ability, they can also adapt it in their spare time, and then use the morning reading time to show these songs out by the multimedia, and then the whole class can compare these different versions of songs and finally find the pleasure of learning. In this study, the researcher chooses the first grade of primary school Chinese textbook published by Chinese Education Press and analyzes all kinds of texts that appear in the text by using the quantity analysis method to adapt all texts in this textbook into songs and adopts case analysis method to analyze children’s studying interest and the learning effect after using this method, thus providing some appropriate suggestions for low grade Chinese teaching, and making the method of using songs in low-grade Chinese teaching put into practice, and finally making the relevant departments of curriculum reform and textbook compilation attach importance to low-grade Chinese textbooks and add some poems or songs into them.