Research On The Current Situation And Strategies Of Character Learning Teaching In The First Grade Of Primary Schoo

With the implementation of the new round of basic education curriculum reform and the introduction of the "core literacy" system,more and more educators have begun to shift the focus of elementary school literacy instruction to focus on students’ cognitive patterns and the principles of Chinese character construction.At the same time,the Ministry of Education has repeatedly emphasized that literacy teaching should allow students to fully understand and feel the profound culture of Chinese characters.Word theory literacy teaching is a teaching method that integrates the word construction rationale of Chinese characters into literacy teaching,which not only helps students acquire knowledge of vocabulary confidently and effectively,but also develops students’ independent learning ability to analyze words.The purpose of this study is to explore the teaching of word theory literacy in first grade,which is divided into five parts.The introductory part clarifies the research background,research significance and research method of first grade word theory literacy teaching,and composes the development history of word theory literacy teaching,theoretical research on word theory literacy teaching and practical research by reviewing a large amount of literature.The first chapter defines the core concepts and provides the theoretical support for literacy teaching with the cognitivist learning theory and the "six books" theory,and then outlines the basic principles,models and methods of literacy teaching.In the second chapter,through classroom observation,questionnaire interviews,literature analysis,and case studies,first grade students and teachers in two elementary school in Wanzhou District,Chongqing City,are selected as the research subjects to investigate and analyze the current situation of literacy teaching in the first grade.The reason for these problems is that the textbooks are not well organized.The reasons for this are: in terms of teaching books,the editors neglected the vocabulary,and there are few vocabulary tools for reference;in terms of teachers,teachers lack awareness of vocabulary literacy teaching,their knowledge of vocabulary is not well structured,and traditional teaching evaluation methods restrict vocabulary literacy teaching;and in terms of students,some students have an average grasp of vocabulary.The third chapter is the improvement strategies for teaching in the first grade of elementary school in word theory literacy.Firstly,we should pay attention to the scientific arrangement of teaching materials and develop tutorials for word theory literacy teaching;secondly,we should focus on cultivating teachers’ awareness of word theory literacy teaching,broadening teachers’ channels of learning word theory knowledge,and establishing a positive and effective evaluation mechanism;in addition,we should cultivate students’ interest in word theory literacy and strengthen their cognitive structure transfer training.In the fourth chapter,we combine our own teaching practice with the example of "Animal Children’s Song" to provide concrete operation and reference for the majority of first grade elementary school teachers.