A Study On The Teaching Situation Of Reading Pictures And Writing Words In The Early Years Of Elementary School Chinese

"Compulsory Education Language Curriculum S tandards(2011 edition)"points out thart "according to the year,grade 1-2 is written,grade 3-4 is written,Grade 5-6 is written." Its purpose is to reduce the difficulty of students’ learning to write and enhance their interest in learning.Writing in the early years is to lay the foundation for future writing,but students often fail to write words,do not observe pictures,see pictures without imagination and other phenomena.These phenomena are closely related to teacher’s teaching in retrospect.In order to improve the teaching of picture-writing and speech,the author studies them and puts forward some suggestions for the teaching of picture-writing and speech in lower primary school.The author takes the students and language teachers in the lower years of T primary school in Helong City as the research object,and makes use of classroom observation to analyze the situation of the teaching of picture-reading and writing in the lower years;makes use of the method of educational literature to analyze teachers’teaching plans,students’homework and writing results;interviews and surveys and four Chinese teachers in the lower years of T primary school in Long City;By means of literature survey and educational statistics,this paper conducts a self-compiled questionnaire on reading pictures and writing conversations in the lower years of primary school Chinese,and collates and analyses the results of the questionnaire in order to understand the students’ learning situation of reading pictures and writing conversations.The main contents of this study are as follows:1.Describe the teaching situation and the present situation of each dimension of the picture-reading and writing speech of the teachers in the lower years of T elementary school in Longshi;2.Describe the learning effect and the present situation of each dimension of the picture-writing speech of the students in the lower years of T elementary school in Longshi;3.Analyse the main problems and causes of the picture-writing speech teaching in the lower years of T elementary school in Longshi.Through investigation and research,the author finds that:1.The design of teaching objectives of picture-reading and writing is not reasonable,and students’ observation and imagination ability can not be developed;2.The lack of guidance methods for picture-reading and students’ subjectivity can not be brought into play;3.The effectiveness of teaching reflection is poor,and it can not provide reasonable feedback for improving teaching.Through combing the results of the study,we can draw the following conclusions:1.Teachers do not have a proper understanding of the teaching of picture-reading and writing,and do not attach importance to the development of students’ observation and imagination abilities.2.Teachers do not comply with the physical and mental development of students in their younger years.They can not correctly understand the characteristics of students’ image thinking and the law of cognitive development.As a result,teaching methods are single and students’learning effect is not ideal.3.Teachers do not attach importance to teaching reflection,and they have poor initiative in teaching reflection by reading pictures and writing words.Based on the analysis of the conclusions and the problems existing in the teaching of picture-writing,the author puts forward the following suggestions from both schools and teachers:1.Strengthen the training of teachers in the lower years,enhance the teachers’ understanding of picture-reading and speech-writing teaching,and correctly understand the goal of picture-reading and speech-writing teaching;2.Organize teachers to learn the teaching method of picture-reading and speech-writing,and enhance teachers’ teaching with students as the main body.3.Based on School-based research,schools should improve their daily work arrangement system and encourage teachers to improve themselves.