The Research On Application Of Context In Literacy Teaching In Primary School

In recent years,the use of context has become a hot research topic in the field of Chinese teaching in primary and secondary schools.In view of the current situation that literacy teaching is the focus of the first learning section,it is of rich practical significance to discuss how to use context effectively and systematically in the literacy teaching of the lower level of primary Chinese.In addition to the introduction and conclusion,this paper discusses this issue in detail in five chapters.The first chapter analyzes the requirements of the curriculum standard and the arrangement of textbooks for the low-level literacy teaching of primary school Chinese.From three aspects of goal setting,teaching suggestion and evaluation suggestion,explain the requirements of course standard;From the three dimensions of structure,basic principles and ability cultivation,this paper discusses the characteristics of teaching materials arrangement in low-level literacy teaching in primary schools.The second chapter expounds the feasibility and basic principles of using the context of low-level literacy teaching in primary school Chinese.This paper demonstrates the feasibility of using the context of low-level literacy teaching in primary school Chinese from three aspects: the relevant requirements of the curriculum standard,the law of students’ cognitive development and the trend of literacy teaching.Combined with the learning situation and the characteristics of low-level literacy teaching in primary school Chinese,this paper discusses the basic principles of conformity,cooperation and dynamics that should be followed when using context.The third chapter investigates and analyzes the current situation of low-level literacy teaching in primary schools.From the present situation of the elementary school low section student literacy teaching and teacher application context two aspects to investigate the status quo,found that there were problems,including the students’ oral English training sound confusing,written in the style of wrong character,etc.,when teachers literacy teaching from the text,the lack of innovative teaching methods,improper application of context,etc.,and make cause analysis on these phenomena and problems.The fourth chapter expounds the application of context in low-level literacy teaching of primary school Chinese.From the two aspects of spoken and written language,the characteristics of the context are expounded.Combined with the function of preface and postscript of oral language in teachers’ teaching and students’ oral training,this paper explores how to use preface and postscript of oral language in primary school Chinese low-level literacy teaching.This paper discusses how to use the context of written language to assist low-level literacy teaching in primary schools from the perspectives of mastering the key and difficult points in literacy teaching,mastering the collocation of phrases and understanding the meaning of words.The fifth chapter expounds the application of situational context in low-level literacy teaching of primary school Chinese.First,the situational context is used to stimulate students’ interest in literacy,including the use of situational context to carry out children’s fun literacy class,activate students’ literacy related life experience;Secondly,situational context is used to enrich literacy teaching contents,including illustrations,exercises after class,literacy column and other teaching materials related to literacy teaching,and contextual context is used to infiltrate the cultural connotation of Chinese characters.Thirdly,the situational context is used to broaden the literacy teaching methods,including the use of situational context to carry out classification literacy,dictionary search and body display literacy teaching.