The Chinese Literacy Teaching Strategies In Lower Grades Based On The Context Theory

For a long time,literacy teaching has been the focus and difficulty of lower-level Chinese teaching in primary schools.So far,many teachers' design of literacy teaching goals has remained at the level of literacy and glyphs,and the recognition of Chinese characters has remained at the level of "stroke overlay and combination of parts",which has led students to learn Chinese characters quickly and mechanically.This article believes that the key to measuring whether a student grasp a certain Chinese character is to see if he knows its exact meaning and whether it can be used correctly in various language environments,that is,the level of understanding and use.The meaning of language must depend on the specific context in which it is spoken.Similarly,the meaning of text as a language carrier must also depend on specific life and language context.Rich meaning.This article discusses the literacy teaching in the lower part of the elementary school in context theory,and proposes literacy teaching strategies based on the context theory,with a view to providing reference for the literacy teaching in the lower part of the elementary school.The new curriculum standards,the compilation of textbooks and the cognitive characteristics of lower grade students all require literacy teaching in a specific language environment.Based on the collation and analysis of previous studies,this paper proposes a primary school based on context theory The characteristics and principles of low-level literacy teaching,with contextual composition and classification as the analysis framework,specifically analyze the case of primary-level literacy teaching in the classroom,and clarify the teachers' problems in current literacy teaching.The context composition in Chinese literacy teaching includes text context,teaching context,subject context,and Chinese character science context.First,when teachers use text context,they ignore text context and fail to make full use of text resources in teaching materials for literacy teaching.Secondly,teachers fail to fully consider subject context,fully combine students' cognitive level and life experience,stimulate students' literacy interest,and cultivate students' independent literacy.In addition,teachers have problems in stylizing teaching models and formalizing the creation of contexts in the creation of teaching contexts,which leads to lacking pertinence in literacy teaching.Finally,when explaining Chinese characters,the teacher fabricated the word theory and explained too much word theory,failing to create an effective context for the study of Chinese characters.Based on the above research,this article attempts to propose a corresponding strategy from the context theory,that is,comprehensive interpretation and grasp of the text context;teacher-student dialogue to dynamically generate the context of the teaching context;the introduction of life to enrich the subject context;Chinese character learning context;transfer consolidation,return to the real context.