Research On The Teaching Strategy Of Chinese Character Literacy For Primary School Based On The New Curriculum Standards And The Unified Compiled Textbook

Literacy is the foundation for students to learn all sciences and culture.With the continuous deepening of curriculum reform and the widespread increase in teacher education levels,the objective rules of Chinese characters as ideographic characters have gradually received more attention.More and more teachers have begun to try to develop character recognition teaching based on the principles of Chinese character construction.However,current research on character recognition teaching tends to focus more on its theoretical basis,teaching mode,and teaching value,with little consideration of its integration with curriculum standards and textbooks.This can lead to teachers rigidly applying models,or even violating the principles of curriculum standards and textbooks,which not only fails to reflect the teaching value of character recognition,but may also increase students’ memory burden.Therefore,this paper is based on the new curriculum standards and unified textbooks to research character recognition teaching.The "Introduction" section includes the reasons for selecting the topic,research status,research content,research methods,research significance,etc.It points out the current issues of insufficient depth,lack of comprehensiveness,and weak practicality in the theoretical research of character recognition teaching.Furthermore,it emphasizes the value of this paper in improving the research status.In the second chapter,by sorting out the changes in the goals and content of the literacy part of the new curriculum standard at the primary school stage,it is recognized that the new curriculum standard has increased the requirements for the learning of characters in each school stage,and gives the advanced direction to achieve the goal.The characteristics of these newly added contents are analyzed,including: reflecting the scientific understanding of Chinese characters,reflecting the value orientation of "a person with culture",and reflecting the requirements for the development of students’ thinking ability.Chapter Two examines changes in the goals and content of character recognition teaching in the primary school stage of the new curriculum standard.It acknowledges that the new curriculum standard has increased the requirements for character recognition learning in each stage,and illustrates the following characteristics of the new additions: scientific understanding of Chinese characters,orientation towards promoting cultural education,and emphasis on the development of students’ thinking skills.Additionally,this chapter investigates the representation of character recognition principles in unified textbooks and summarizes the following characteristics: adherence to the rules of Chinese characters,focus on the penetration of Chinese culture,and concern for the development of students’ thinking abilities.Consequently,it demonstrates the necessity of using character recognition theory to guide character recognition teaching under the normalization and constraint of curriculum standards and textbooks.Chapter Three,based on the study of curriculum standards and textbooks,provides practical recommendations for teachers to better utilize character recognition principles in character recognition teaching.These recommendations include the objectives,content,methods,and processes of teaching.This paper mainly adopts the methods of literature research,classroom observation,and case analysis,based on the new curriculum standards and textbooks,to explore scientific and effective character recognition teaching strategies.It provides ideas for teachers to fully implement the curriculum standards and make full use of the textbooks in conducting character recognition teaching,in order to effectively improve the quality of primary school literacy teaching.