Reaserch On Inquiry Literacy Teaching In Cultural Perspective

Literacy teaching is an important teaching content throughout the entire period of compulsory education.It is also the foundation of the reading and writing.Literacy teaching helps students to enhance the feelings like that love the language of their motherland,the national self-esteem and self-confidence,also can promote the overall development of students'.This will cultivate the ability of many students.Presently,knowledge-centered literacy teaching has broken the inherent connection between knowledge and culture.Chinese characters are the knowledges who rooted in deep cultural soil.Literacy cannot be limited by learn the “sound,shape and meaning” of the characters,but more importantly,we should focus on the culture embedded in Chinese characters.This article explores literacy teaching in a cultural perspective and tries to establish an inquiry-based literacy teaching model to help the literacy teaching development: “to explore the culture,to promote the exploration”.This article is divided into four parts.Under the perspective of culture,the first part mainly focus on the analysis of the connotation and characteristics of Chinese character.Through the analysis,there are three different understanding of the Chinese character:firstly,the character is a kind of culture and the evolution process of Chinese character is the same to cultural process as well.The shape of Chinese character provides information and meaning that can be analyzed.What's more,symbol is the carrier of national culture.The formation of symbolic meaning is the result of social conventions.Meanwhile,Chinese character is a special type of language symbol.The generation of Chinese character's meaning is determined by culture.Chinese characters also have the cognitive and expressive function of symbol,in addition,have systemic,integrality and symbolic characteristics.Finally,because of the difference among with the values,lifestyles and beliefs etc.,different social groups or individuals also have different ways of thinking.The development of Chinese character bears a marked brand of the Han'sway of thinking.The Han's unique way of thinking is also embodied in the configuration of Chinese character.Therefore,the Han's way of thinking which includes imagery thinking,integrative thinking and intuition thinking is manifested in Chinese character.Anyway,these characteristics of Chinese characters provide us with new ideas for literacy teaching.And then,the second part discusses the possibility and reality of carrying out inquiry teaching in the cultural perspective from the three aspects: the constructive features of Chinese characters,the mapping relationship between Chinese characters and culture,and the cognitive characteristics of Chinese pupils'.Among them,because the Chinese character form carries the information and meaning that can be analyzed,during the teaching,the culture in the Chinese character can be consciously transmitted to the students through the method of inquiry,inspiring the students' interest in literacy and developing the ability of independent literacy.In addition,since inquiry is the nature of children,inquiry teaching is in line with the laws of children's cognitive development and the rules of children's language acquisition,which provides a realistic basis for carrying out inquiry literacy teaching.Based on this,the focus of inquiry learning in literacy teaching is to explore the relationship between the shape,sound,and meaning of Chinese character by using the characteristics of Chinese character and the construction rules.The focus of this research is on the third part.The author attempts to carry out a preliminary design of the inquiry literacy teaching model,including the theoretical basis,teaching objectives,operating procedures,teaching strategies and evaluation.Among them,the theoretical basis of inquiry literacy teaching mainly includes the theory of Chinese character formation,cognitive psychology of Chinese characters and inquiry teaching theory.For the teaching goals,inquiry literacy teaching focuses on the students' comprehensive development in the aspects of cognition,thinking and emotional value,at the same time to develop and cultivate students' creative thinking and inquiry spirit.The operational procedures for inquiry-based literacy teaching include four parts: pilot study and interest stimulation;cooperative inquiry and the analysis of form and meaning;in-depth inquiry and analogy;evaluation,consolidation and application.However,during the teaching process,it cannot be completely carried out according to the above teaching procedures,but it should be carried out in conjunction with the specific and the actual situation of the students.In the terms of teaching strategies,students' interest in literacy can be used to establish a cultural viewof Chinese character,expand literacy approaches and develop literacy teaching resources.The assessment purposes for the evaluation of literacy inquiry teaching mainly focuses on the students' interest in literacy and cultivate the individual's autonomous capability for literacy.In the content of evaluation,it emphasizes the integrated development of the basics,application and emotional level.In the ways of evaluation,it emphasizes process evaluation,both qualitative and quantitative evaluation.And on the appraise subjective sense,the force is student self-evaluation mainly as a supplement to the others' evaluation.Finally,presenting literacy inquiry teaching cases to illustrates the detail operation of this teaching mode,so as to provide reference for specific practice.