Research On Literacy Teaching Strategies Based On Children' Visual Thinking Development

The Chinese curriculum has a profound cultural connotation and has great influence on the development of children's thinking ability.This requires that teachers in actual teaching,in addition to grasping the direction of the development of the modernity of the Chinese language curriculum,and inheriting and carrying forward the fine traditional Chinese culture,should also cultivate students' thinking quality.There are rich Chinese traditional cultures in the Chinese characters.The Chinese characters reflect the values,thinking patterns,customs and habits of the Han people and their survival methods.The generation and development of Chinese characters can be said to be the carrier of history and culture,and have a major impact on the people's understanding of self and society.Therefore,it is of great significance to pay attention to the thinking characteristics of the Chinese language in the Chinese language teaching process.So far,the earliest found text in China is Oracle.According to the principle of "Liushu" in making characters and using words,most of the Oracle oracles conform to the ideogram-making principle.That is to say,many characters evolved from the pictorial characters,and Chinese characters are deeply rooted in Oracle.Literacy teaching,especially literacy instruction at the lower primary school level,is generally based on hieroglyphs and learning with phonetic characters as the main body.Teaching systematically uses the perspective of visual thinking to understand the image to teach children literacy,which will have a multiplier effect on children's future learning of Chinese characters.However,in the actual teaching research,little systematic research is done from the perspective of visual thinking.In the lower primary school Chinese literacy teaching,the study of teaching strategies for the development of children's visual thinking is even worse.Therefore,this study tries to put forward strategies and suggestions for literacy teaching for junior students in elementary schools from the perspective of visual thinking,in order to provide some helpful strategies and methods for literacy instruction of front-line teachers.This study consists of the following four parts:The first part is the introduction.This part mainly explains the reasons for the selection ofthis topic and the domestic and foreign visual thinking and the research status of primary school literacy teaching in early grades,and on this basis demonstrates the possibility of developing children's visual thinking in the primary school language literacy teaching process.Then through the definition of the core concepts and the analysis of related concepts,the definition of visual thinking is clear.The second part is the contents of visual thinking theories.By analyzing the theoretical basis of visual thinking,the basic categories of visual thinking are defined.The third part is the investigated status quo of Chinese literacy teaching in junior grades of primary school.This study uses observations and interviews to conduct field surveys on sample schools,and investigates the status quo of detailed literacy teaching from the perspectives of lower grade primary school students' identification,identification,literacy interest and writing situation.At the same time,based on the theory of visual thinking,the author analyze the problems and causes of literacy teaching from the three dimensions of the imagery of Chinese characters created by teachers,the literacy imagination led by teachers,and the literacy experience provided by teachers,for Exploring the necessity of developing visual thinking in children's literacy teaching in lower grades.The fourth part is about the literacy teaching strategies in primary school from the perspective of visual thinking.This part is the main part of the article.It mainly explores teaching strategies from visual observation,visual imagination and visual construction.In the visual observation dimension,teachers can guide students to use a certain observation tool to carry out purposeful and selective observations of Chinese characters,grasp the types of words,radicals,and frames,and provide visual images for observation;in visual imagination,teachers The visual imagination can be stimulated by creating contexts such as body language and mind language.In visually constructing dimensions,teachers can present visual images through tools for drawing and visual thinking to enrich students' literacy experience.At the same time,on the basis of guiding students to use literacy materials,students should also be encouraged to tap into the resources in life for literacy and combine literacy learning with life experience.