A Study On The Presentsituation And Countermeasuresof Writing Literacy Of Primaryschool Students

As a precious cultural heritage of Chinese traditional culture,Chinese characters compose the rhythm of Chinese national cultural spirit and are the symbol of national culture.The writing ability of Chinese characters is the premise and foundation of Chinese literacy and an important part of it.The Ministry of Education of our country also puts writing education in an important development position.In order to improve students' writing literacy,especially in primary school,the state has promulgated a series of relevant policy documents.Chinese Curriculum Standard for Compulsory Education clearly states that the writing requirements of the students in the first ^{Grade1 and Grade 2}are as follows :" Master the common side radical and basic strokes of Chinese characters,and be able to use hard strokes in accordance with certain norms Writing Chinese characters smoothly,paying attention to the structure of the frame,forming a preliminary sense of the beauty of the shape of Chinese characters;cultivating their own good writing habits,writing with the correct posture,writing standard,correct,neat.Nowadays,with the advent of the information age,the rapid development of society has brought great impact to the writing of Chinese characters,the popularity of multimedia has impacted the practicability of writing Chinese characters,the literacy of primary school students has shown a downward trend,and the current situation of writing Chinese characters is very worrying.For understanding the present situation of students' writing literacy in the lower grade of primary school,this study carried out practical investigation and research in a public primary school-primary L primary school in Harbin by means of questionnaire survey,interview and observation.The development of research tools is divided into two parts: teachers and students.96 second-grade students and 10 Chinese teachers are the subjects of the survey.The second-grade students are chosen because the first-grade students have just entered the school.They study literacy and writing for a short time.In order to get a thorough and comprehensive understanding of the writing of the junior students in primary school Literacy status,the author also used the interview method as an auxiliary investigation tool to interview 10 students and 7 Chinese teachers,andmade an observation scale to ensure that the observation has a clear purpose.The survey results show that the present situation of students' writing literacy in the lower grade of primary school is mainly manifested as: students' interest in writing is not high and practice time is not enough,lack of knowledge of Chinese characters;writing habits are not standard,sitting posture and holding pen posture are not standard;writing process will appear stroke error,stroke is not in place and other phenomena.The author analyzes the following problems in the present situation of students' writing literacy in the lower grade of primary school: first,students do not form good writing habits;second,writing teaching is not placed in a prominent position,writing training is insufficient;third,teaching method is single,writing evaluation is vague;fourth,school writing curriculum tends to formalize.Existence and learning of these problems Students themselves,teachers,parents,schools have a non-negligible relationship,manifested as: the limitations of primary school students' attention development,self-evaluation superficial;the negative impact of parents' early education;teachers' own poor writing literacy;the lack of traditional cultural quality education in school and family education.Therefore,in order to improve students' writing literacy in the lower grade of primary school,the author puts forward seven countermeasures,namely,arousing students' interest in writing and arousing students' enthusiasm in writing;strengthening students' basic knowledge of mastering Chinese characters;giving full play to the synergy of family education;improving teachers' writing literacy and changing single teaching methods;combining teaching methods with pupils' cognitive development;setting up writing courses and training full-time calligraphy teachers;strengthening policy supervision and creating a good writing atmosphere.