Research On The Contextualized Pinyin Teaching

Chinese Pinyin is an indispensable part of Chinese learning in elementary schools,and it is also an important content of literacy and writing teaching.Students' good foundation of Pinyin has a positive impact on later literacy,reading and other aspects of learning.For a long time,Pinyin teaching has faced many Problems,front-line teachers have made unremitting efforts and accumulated rich teaching experience,but students still show many problems in the process of learning Pinyin.With the development of the times,new course has continuously put forward new requirements,and new curriculum standards for Pinyin teaching clearly required that Chinese Pinyin teaching should be interesting.At present,the comprehensively promoted version of primary school Chinese textbooks from the perspective of children,and the textbook compilation fully highlights the contextual,childlike,and lifelike colors,providing a virtue for contextualized Pinyin teaching.Based on the above background,this research comprehensively adopts the literature research method,questionnaire survey method,classroom observation method,and case analysis method,and starts the exploration of contextualized Pinyin teaching,combining the theoretical basis of contextualized teaching to study the necessity of applying it to Pinyin teaching and practical problems solved,Focused on the strategy of contextualized pinyin teaching,and Classroom teaching practice has been based on this,in order to achieve substantial improvements to the part of Hanyu Pinyin teaching problems,play a certain role.The content of the article is divided into three parts: introduction,body and conclusion.The introduction first explains the origin of the research,summarizes the related research,secondly clarifies the research purpose and significance,focuses on the research issues,and finally establishes the research ideas and research methods.The first chapter defines the related concepts,discusses the relevant guiding theories,and discusses the necessity of applying contextualized teaching to Pinyin teaching to pave the way for follow-up research.In the early stage of the research,it was mainly through literature review and preliminary status survey to obtain information.Through previous literature research,we gain a deeper understanding of the theoretical basis of contextualized teaching,and learn about the problems in Pinyin teaching from previous research results and preliminary surveys of the status quo.This chapter outlines the characteristics,types,and principles of contextualized teaching respectively,and the theoretical basis is determined.Finally,it cuts from several angles such as curriculum standards,students psychology,learning theory,teachers teaching and textbooks characteristics,and discusses the necessity of implementing contextualized teaching in Pinyin teaching.The second chapter investigates the current situation of elementary Chinese contextualized Pinyin teaching.The respondents are mainly low-level students in the primary school.The survey methods involve questionnaires,interviews,and classroom observations.Through conducting questionnaire surveys with teachers,we understand teachers' understanding of textbooks,the use of teaching methods,and the existing teaching effect,and learn about the phenomena and problems in the actual teaching;through the questionnaire survey of the students,we mainly understand the students' basic academic situation,real learning interests and tendencies.Finally,we statistics and analysis the obtained data,integrate the data to arrive at the conclusions of the investigation,and pave the way for the next strategy construction.The third chapter puts forward the implementation strategy of contextualized Pinyin teaching.Try to avoid the proposed teaching strategy on paper and talks in the air,we base on an in-depth understanding of the theoretical foundation and the actual status of frontline actual teaching in the early stage,and the specific implementation strategy of contextualized Pinyin teaching is discussed.The strategy is carried out from three levels: teaching tasks,content,and methods.Aiming at some problems found in the status quo survey,strategies for improving teaching are proposed.The fourth chapter selects the contextualized Pinyin teaching case for analysis,and writes the teaching design to carry out the classroom teaching practice.Through this practice,the teaching problems are found out,and the reflection is summarized to provide a reference for the majority of front-line teachers.The conclusion part answers the research questions focused on this research,reiterates the core points,and points out the shortcomings of the research,finally looks forward to gradually improving in the actual teaching in the future.Contextualized Pinyin teaching adheres to the child-oriented concept,hits the children's basic academic condition,and meets children's cognitive development laws and psychological needs.This study has proved through a series of work that contextualized Pinyin teaching can effectively improve many problems faced by children in learning Chinese pinyin.It has a significant effect on enhancing students' interest in learning Pinyin and has the value of promotion.