Current Situation Observation Research Of The Word Literacy Teaching Of Primary School Lower Grade

The new curriculum standard promulgated in 2001 clearly needs to pay special attention to the impact of the characteristics of the Chinese language on the literacy,reading,writing,oral communication and thinking development of students.Chinese character is ideographic text,is the sound,shape,righteousness of the trinity of the word,Chinese characters have their own reasoning is the inherent scientific law.It can not only help the students to learn the language knowledge effectively,but also can help the students to form the autonomous learning ability of analyzing the characters.Therefore,this study will observe and study the current situation of literacy teaching in the field of literacy teaching.It is found that the frequency of teachers' teaching is relatively high,and the phenomenon of low-grade teachers' using the teaching is relatively common;secondly,teachers' methods and strategies for different types of Chinese characters are obviously biased.Teachers usually use the pictographic method to use the strategy of "tracing to the source and comparing";teachers often use the descriptive method to use the "component knowing the meaning" to use the descriptive method to understand the meaning of the ideographic characters Strategy;for the finger words,the graphic method is often used,and the "traceability comparison" and "comparative understanding" strategies are used;for the pictophonetic words,the description method is often used,and the "decomposition combination" strategy is used,but at the same time,this bias is not absolute,and teachers will flexibly adopt different methods and strategies according to the actual situation;finally,in the actual teaching process,teachers can take different methods and strategies according to the lower grade students In order to help students master Chinese characters,we should actively use theteaching of Chinese characters.However,there are still many problems in the teaching of teachers' theoretical literacy.Firstly,teachers choose a single method in the teaching of theoretical literacy.In many teaching methods,most teachers use only three methods,that is,graphic method,descriptive method and comparative method,to the very low frequency of other methods.Secondly,teachers have serious two-level teaching of theoretical literacy Teachers can use the rich knowledge of Chinese character theory to teach Chinese characters with various teaching methods and strategies,but some teachers neglect the Chinese character theory.Finally,some teachers misinterpret the Chinese character theory and make mistakes in the analysis of Chinese character theory in the teaching process.Finally,in view of the shortcomings of teachers in the teaching of Chinese characters,this study puts forward the following suggestions: firstly,teachers should be encouraged to use multiple methods to teach Chinese characters,and a single teaching method will reduce students' interest in learning;secondly,teachers should continue to improve their awareness of teaching Chinese characters,and to narrow the gap between teachers' teaching of Chinese characters,we should improve Chinese teaching Teachers attach great importance to the theory of Chinese characters.Finally,teachers should increase the knowledge reserve of Chinese characters through various ways.The reason why teachers misuse the theory of Chinese characters in the teaching of Chinese characters is that teachers have too little knowledge reserve of Chinese characters.Teachers can significantly improve the knowledge reserve of Chinese characters through reading related books,teaching and research.