A Study Of Context-based Vocabulary Teaching In Chinese In The Upper Grades Of Elementary Schools

The amount of vocabulary is an important indicator of the richness of a national language.The richer the vocabulary of a nation,the richer its language and the stronger its expressiveness.As an important part of Chinese teaching,word teaching is directly related to the correct understanding and application of the language of the motherland.However,in the current Chinese classroom teaching,the word teaching situation is still not satisfactory,there are rigid,model-like "word-solving" and other phenomena,there are also situations in which words are taught out of context,and students learn about words.Lack of contextual understanding leads to unsatisfactory results in word teaching.Taking the relevant teaching practice of Weishan County Experimental Primary School as an example,this paper conducts an in-depth study on the concept of “contextual word teaching” based on the existing language teaching of senior grades and context theory.This paper consists of three major parts:The first part is an introduction.This paper expounds the origin and significance of contextual word teaching,and summarizes the current research status of contextual word teaching,and uses this as a breakthrough to carry out further research.The second part is the main text,which is divided into three chapters.The first chapter mainly expounds the related concepts of "context" and "contextual word teaching",and analyzes the importance of Chinese contextual word teaching in the upper primary school from three aspects: new curriculum standard,Chinese textbook and students' thinking characteristics.Sex.The second chapter mainly analyzes the situation of the students' primary school students' words and the primary school teachers' words teaching situation,and analyzes the problems presented by the primary school upper-level words teaching.It concludes that the following problems exist:The understanding process is separated from the specific text context,the single word teaching method,the lack of cultural charm,the neglect of the students' current cognitive characteristics,and the single evaluation mechanism.The third chapter mainly proposes corresponding solutions to the above problems.First of all,teachers should be good at using text context,determine the focus of word teaching according to the teaching materials,guide students to establish context awareness,and rely on context to distinguish and compare words.Secondly,teachers should create a classroom context and promote students' dialogue by guiding students to read aloud and creating a context.Thirdly,teachers should enrich the meaning of words in combination with social and cultural contexts,guide students to understand the rules of Chinese characters,introduce students to the relevant background of the emergence of words and correctly usepopular words to promote students' understanding of words.Finally,teachers should combine the context-rich evaluation mechanism of word teaching,and integrate the word teaching with other teaching modules,combined with contextual design words practice.The third part is the conclusion.It clarifies that contextual word teaching provides a new way of teaching in Chinese classroom teaching,but it is not the only method of word teaching.This requires teachers to analyze specific issues and flexibly combine contextual word teaching with other teaching methods in order to further develop word teaching.Based on context theory and combining classroom word teaching cases,this thesis puts forward strategies to help students develop and improve students' contextual learning ability,in order to improve students' ability to understand the meaning of words,optimize teachers' teaching methods and improve them.The effect of word teaching.