Research On The Teaching Of Homophonic Cognate Words In The Lower Grade Primary School Chinese Textbook

New primary school students have been using the newly compiled Chinese textbooks(unified edition),which emphasize the traditional culture of China since 2017.The textbooks(unified edition)of the lower grades follow the principle of "more knowledge and less writing".It means that a total of 1,600 Chinese characters has to be remembered in only 2 years.In the long-term development of Chinese characters,a phonetic and ideographic Chinese character configuration system which takes echoism as its main body was formed.It is generally believed that the shape-symbol represents the meaning of the word while the phonetie symbol represents the sound;but actually phonetic symbol also has its source-indicating function.A group of homo-phonic cognates can be linked by the phonetic symbols with source indicating function.Cognate word is part of etymology,which is a specialized knowledge based on philology and phonology.The combination of a group of homo-phonic cognates can make the abstract meaning concrete and vivid,and facilitate the accurate understanding of the meaning.The teaching process of homo-phonic cognates is also the process of infiltrating traditional culture.Students can feel the profundity of national culture subtly,which can inspire students to love the language,characters and traditional culture of their motherland.The research of cognate words theory in teaching application was only used in teaching Chinese as a foreign language.It is rare to apply it to the literacy teaching in mother tongue.This paper applies the cognate words theory to the teaching of Chinese literacy in primary school for the first time.It is of great theoretical significance to study the teaching of homo-phonic cognates.The first chapter expounds the way of producing homo-phonic cognates and the relationship between the public meaning and phonetic words,and analyzes the feasibility of using homo-phonic cognates in Chinese literacy teaching through the study of cognate words,homo-phonic cognates and the theoretical basis of the application of homo-phonic cognates in teaching on the basis of Chinese teaching in primary school and the recognition of homo-phonic cognates.In the second chapter,57 groups of homo-phonic cognates are sorted out by combing the four volumes of Chinese textbooks(unified edition)of the lower grades and searching monographs,such as the Handbook of ancient Chinese Pronunciation and Wang Li's The Dictionary of Homology Words.The cognate relationship of each group of words is analyzed from the perspective of pronunciation and word meaning,which provides a theoretical basis for teaching directly.The third chapter discusses the problems existed in students and teachers during the current primary school Chinese literacy teaching,and analyzes the causes of these problems,provides a reference for the formulation of teaching strategiesChapter four designs the teaching strategy and the teaching plan of homo-phonic cognates,and makes an investigation and analysis of the application of homo-phonic cognates in teaching which expounds the significance and value of the application of homo-phonic cognates in Chinese literacy teaching(unified edition)in the primary school.The application of Homo-phonic cognates in primary school Chinese literacy teaching can theoretically deepen the research of primary school literacy teaching,and enrich Chinese teaching theory;from the perspective of cognate words,it can help teachers understand the meaning of words more accurately,so as to better guide literacy teaching and provide opportunities for teachers to improve their theoretical level.The teaching research of homo-phonic cognates can be helpful to the current Chinese teaching research.