| With the advancement of teaching reform,as well as the issuance of a series of educational documents,the core literacy and language application literacy of Chinese language have received widespread attention from the education community.However,for a long time in the teaching of ancient poetry,primary school Chinese language teachers have not paid enough attention to language application literacy,and their exploration of teaching methods is also poor,leading to a lack of students’ language application literacy.Therefore,the focus of this study is to analyze the problems and reasons that arise in the teaching of ancient poetry and lyrics in the third stage of primary school,and actively explore strategies for improving students’ language proficiency in the teaching of ancient poetry and lyrics in the third stage of primary school.The research is based on the constituent elements of language proficiency in Chinese language curriculum standards.Through questionnaire and interview survey methods,200 students from 2 primary schools in Q city were selected as the survey subjects,and 5 Chinese language teachers from two primary schools were selected as the interview subjects.Starting from the four dimensions of "corpus accumulation","language sense construction","language theory acquisition",and "language performance",this study investigated the current situation of cultivating students’ language proficiency in ancient poetry teaching in the third stage of primary schools in the city.Research has found that there are mainly the following problems in the teaching of ancient poetry and lyrics in the third stage of primary school: insufficient emphasis on language proficiency;Excessive teaching of knowledge and skills in class;Students have low initiative in language use;Students lack opportunities to use language.Attribution analysis is conducted to address these issues: teachers pay too much attention to text analysis in teaching ancient poetry;The difficulty of understanding and memorizing ancient poetry texts is high;Teachers failed to provide targeted language training;Teachers lack the ability to create conditions for students’ language use.In response to the above analysis,corresponding countermeasures have been proposed from the teacher level: firstly,strengthening the recitation of ancient poetry and updating teaching methods;Secondly,pay attention to students’ perceptual experience and grasp the foundation of vocabulary;Thirdly,innovate language training forms to enhance pragmatic abilities;Fourthly,optimize the language environment and strengthen language guidance. |
