Research On Chinese Literacy Teaching Strategy In The Lower Grades Of Primary School ——Taking The Primary School Directly Under Yancheng In Jiangsu Province As An Example

The lower grades of primary school refer to students in the first and second grades of primary school.In this year's Chinese literacy teaching,the unified version of Chinese textbooks has made a relatively big breakthrough.How to combine with the learning situation,do a good job of in-depth grasp of the teaching material concept,fully understand the goal of teaching material compilation,conduct more scientific research on literacy methods,and effectively cultivate students' literacy skills.major issues that need to be addressed.Using the form of questionnaire survey,the paper analyzes the current literacy teaching situation of students and teachers in the lower grades of primary schools,finds out the existing problems,and finds out the reasons for the low literacy efficiency.In the practical teaching classroom,teachers attach great importance to the combination of primary school students' cognitive level and psychological characteristics,and explore the strategies of Chinese literacy teaching in the early years of primary school,so as to effectively improve students' literacy ability.To a certain extent,this can help front-line primary school Chinese teachers to improve their cognition of literacy teaching,further optimize literacy teaching methods,and provide effective information for further research on literacy teaching to promote its development and improvement.Firstly,this paper deeply analyzes the situation of the unified edition of primary school Chinese textbooks for the lower grades,studies the ideas of textbook editors,the objectives and directions of textbook compilation,and the guiding ideology and objectives of literacy unit arrangement.Research objects,using questionnaires,interviews and other investigations to analyze the current situation of Chinese literacy teaching in the lower grades of primary schools.After research,it is found that in teaching primary school literacy,there are problems such as teachers' inadequate explanation of Chinese character formation and meaning,passive learning in classrooms,serious typos by students,and ignoring the cultural heritage of Chinese characters.From the perspective of methods and strategies,the paper suggests that teachers dig deep into teaching materials,activate the structural characteristics of Chinese characters,enrich the content of literacy teaching,use rich literacy teaching methods to improve classroom interest,summarize the rules of Chinese characters,and correct typos in a timely manner.Finally,teachers are required to dig deep into teaching materials and accurately grasp the teaching goals.It is hoped that this research can solve the problems existing in the current primary school Chinese literacy teaching in the early years,further improve the theory of literacy in the early years,and effectively develop and enhance the ability of primary school teachers to teach literacy.