A Study On The Teaching Of Lower - Grade Literacy In Primary Schools

Mis-used characters is common among primary school kids and difficult to overcome, and it mostly occurs in the lower levels of primary school. An efficient methodology of overcoming mis-used characters is very necessary. This thesis analyzes the phenomenon of mis-used characters among the lower levels of primary school kids and attempts to find out an efficient methodology, so as to reduce the occurrence of mis-used characters, and to solve the problem of non-standard in writing.The frequent occurrence of mis-used characters among primary school kids is resulted from the interaction of social environment, students’ psychological status,features of Chinese characters, and the elements of classroom teaching. The psychological features are determined by age. For students at lower levels of primary school, their thinking ability, the ability of comparison and discrimination, the precision of perception, and the stability of concentration, is relatively low or under development.They heavily rely on rote learning, and the outcome is vague. They tend to be interfered by negative transfer. Their determination and self-control ability is quite weak. The weakness of the psychosocial status and the feathers of Chinese characters themselves,e.g. the complication and difficulty due to so many strokes, and plenty of homophonic characters and similar-stroke characters, make their learning difficult. A great amount of non-standard usage of Chinese characters in everyday life mis-leads primary school students, and that results in the frequent occurrence of mis-used characters in the writing of lower levels of primary school kids. An efficient methodology is the key to overcome the mis-using of characters. Some efficient, learning-with-fun and successful methods have been developed in the teaching of characters. However, there is still a lot to do to overcome the mis-used characters. Teachers generally pay attention to teaching with fun in their characters-teaching activities. The absence of the theory of philology, however,results in the outcome away from the ideal expectation and the persistent occurrence of mis-used characters.In the process of teaching characters. Teachers should guide lower levels of primary school kids to decimate the subtle difference between the correct and mis-used characters. Based on the type and cause of the mis-used characters, complied with the development and the structure of Chinese characters and combined the age and psychological features of children. the author suggests that Contrast Method increasesthe decimation and reduces the occurrence of mis-used characters, and strengthens the learning of correct characters in a happy and relaxing environment, for example, the contract by using different colours and images, and the contrast in the structure,category, meaning and the context of the characters. In addition, teachers should pay attention to giving instructions before class, emphasizing the effect of similarity, and designing exercises scientifically so that students can review timely and avoid forgetting.Teachers also should target students’ long-term education, train students to learn practical and precisely, and strengthen the result of characters teaching.