Unified Edition Of Primary School Chinese Middle-age Section Literacy Teaching Status And Countermeasure Research

Chinese characters are one of the oldest characters in the world,and contain rich cultural implications.Learning Chinese characters can not only strengthen students’ communication skills,but also cultivate students’ affection for the Chinese language,identity and inheritance of excellent traditional culture."Chinese Curriculum Standards for Compulsory Education(2011Edition)" points out in the "Implementation Suggestions" that "literacy and writing are the basis of reading and writing,the teaching focus of the first learning period,and an important teaching content throughout the whole stage of compulsory education".Middle age literacy teaching is still an important part of primary school Chinese teaching,which can not be ignored.Starting from 2019,the unified edition of textbooks will be used throughout compulsory education,with emphasis on language practice and accumulation and application.In addition,with the continuous increase of grade,the teaching task of teachers has increased.On the one hand,we should lead the middle-aged students to review the new words learned in the lower years and strengthen the practice.On the other hand,it is necessary to guide students to learn new words,establish method awareness,and lay a solid foundation for senior learning.However,due to the factors such as not long enough years for the unified edition textbooks to be put into use,and the middle age period to pay more attention to reading and exercise teaching,many teachers tend to attach more importance to reading and exercise teaching,and pay less attention to literacy teaching,and students are not interested enough in literacy and have many wrong characters.So how to better according to compile for universal use edition teaching material in middle period of effective literacy teaching,arouse the students’ literacy remain strong interest,and began to develop a preliminary independent reading ability,improve the efficiency of middle period of literacy teaching,to lay a good foundation for reading and project,it is as first-line teachers and Chinese education researchers should rethink the problem.Version of this study is based on compile for universal use in the middle period of language teaching material literacy research content and the layout characteristics,and to the Nanning minzhu road primary school middle period of literacy teaching present situation investigation and study,understand the current middle-aged period of literacy teaching present situation,discovered the problems existing in the literacy teaching and further explore the analysis reason,and then put forward countermeasures for the improvement of primary school middle period of literacy teaching,Provide corresponding suggestions for teachers and Chinese education researchers.This study is mainly carried out from the following parts:The first part is the introduction,which mainly includes four sections,such as the reason of topic selection,literature review,research purpose and significance,research ideas and methods.The second part is based on the definition and theoretical basis of relevant concepts of literacy teaching for middle age,mainly using situational teaching theory,Chinese character configuration theory,learning transfer theory and cognitive development stage theory,as well as literature research method,text analysis method,questionnaire survey method,case analysis method and other methods.The third part is to analyze the characteristics and teaching value of literacy arrangement in the middle-age textbooks for primary school Chinese.The fourth part is to investigate and analyze the status quo of literacy teaching in the middle age of M primary school in Nanning city by questionnaire survey,case analysis,interview and other methods.In the fifth part,the following problems are found: ignoring students’ learning situation and setting unreasonable teaching objectives;Literacy teaching method is single,lack of interest;Only pay attention to practical application,ignore the structural characteristics of Chinese characters;It is common for students to mispronounce Chinese characters because they do not pay enough attention to Chinese writing.The reasons for the problems are as follows: influenced by exam-oriented education,teachers’ teaching concepts need to be changed urgently;Teachers focus on lecturing and do not pay attention to guiding students’ independent literacy ability;Teachers’ cultural knowledge of Chinese characters is not solid enough and their literacy teaching ability is weak.The writing skills of teachers are not high,and the writing guidance of Chinese characters is weakened.The sixth part aims at the existing problems,in order to improve the quality of literacy teaching for the middle age,puts forward the following reasonable countermeasures to solve the problems: update their own teaching ideas,pay attention to literacy teaching for the middle age;Based on lide to cultivate people,consolidate teachers’ Chinese culture;Deeply study the course standard,improve the ability of reading textbooks;Pay attention to the situation of literacy and set appropriate teaching objectives;Select literacy teaching content,let students feel the cultural charm of Chinese characters;According to the characteristics of Chinese characters,let students feel the beauty of Chinese language;Contact students’ life experience,teach students to broaden literacy channels;Create a specific situation to encourage students to read and write independently;Strengthen the analysis of characters,combined with the rules of Chinese characters to remember new characters;Pay attention to Chinese writing and reduce students’ misspelling;Pay attention to comprehensive quality,form process evaluation;The evaluation subject is diversified and faces all students.