Research On Literacy Amount Of Primary School

Teaching of literacy is the basic mission and has the highest priority for Chinese teaching in primary school. Literacy is the foundation to master all the other knowledge, and it’s the basis to carry out the teaching of other subjects. To do literacy amount related research could help teachers to understand their students’literacy status, literacy teaching status and the existing problems, which is for better improving teaching literacy. Research on literacy amount could also help students to improve their independent capability at literacy, and to enhance their enthusiasm and activity on learning. In addition, the literacy amount research can be used as a method and means of testing and evaluating students’Chinese language achievement or teachers’ achievement on teaching, to enrich and improve the theory of literacy amount, and consequently to give recommendations for literacy teaching.This study takes the publication "Primary School Literacy Test Bank and Evaluation Scale" edited by Wang Xiaoling&Tao Baoping as the inspection and testing tool. Literacy test is done on the265students of Nanning Y primary school, and additional questionnaire for collecting relevant information is done on their teachers. As discovered by this survey, there are some common phenomena of the primary school students’literacy:most of the tested students’literacy has reached or even more than the literacy requirement from the national curriculum standards; those students’literacy is close to the students’level of primary school in Shanghai at1990s; literacy difference among grades is big and the increase between each two adjacent grades is obvious; Impact on literacy by gender difference is not big, but it’s significant in the students of3rd grade; literacy amount and Chinese language score have very high dependency; generally, students of top-ranking in literacy amount have good Chinese language scores, and students of low-ranking in literacy amount have poor Chinese language scores, however, the students of literacy amount ranking at Top10or Bottom10have very little difference on their Chinese language scores.Based on these phenomena, considering the literacy amount status and the survey analysis on the teachers, the following solutions and recommendations are propounded:1, to detail the literacy amount requirement in the school curriculum standards for each grade;2, to build a regional norm for literacy;3, to define a reasonable literacy amount for primary school;4, to carry out literacy test for new enrolled students;5, further study on the relationship between literacy and gender differences;6, reasonable arrangement for the number of Chinese language lessons, and to make good coordination between different subjects.