Research On The Literacy Teaching Method Of Primary School In Situational Class

After the reform of primary school Chinese language teaching situational classroom literacy teaching methods not only conforms to the new curriculum requirements, but also to the "national medium and long-term educational reform and development plan(2010-2020 year)" the practice of the new requirements, in addition, the development of information technology has greatly enriched the Chinese teaching methods. Under this background, the practice and promotion of the problem this paper mainly studies the primary school language contextualized classroom literacy teaching methods.This paper first clarifies the related concepts, combs the research background and the current academic circles, the design of the research methodology, technical route. On this basis, this paper makes full use of the document survey and interview survey investigation got the first hand information. The use of survey data, this paper mainly summarizes and analyzes the Kunming City elementary school reform implementation, students’ learning attitudes, cognition, teaching reform primary school Chinese situational classroom literacy teaching approach to understanding and application, classroom literacy teaching methods of the specific application, the primary language contextualized classroom literacy teaching method practice effect, improve primary school language situation classroom teaching of literacy ability of the main approach, the promotion of primary school Chinese situational classroom literacy teaching mode restricting factors of eight aspects of the situation. Through in-depth analysis of the data, this paper summarizes and analyzes the causes of understanding and application of Kunming City elementary school to the elementary school language contextualized classroom literacy teaching promotion strength is insufficient, the teacher is literate the teaching method of primary school Chinese situational classroom is not enough, the elementary school language contextualized classroom literacy teaching effect has not been generally recognized behind the teacher three the real problem and problem. Based on the focus of the article, we researched and analysis of several typical cases of primary Chinese literacy teaching methods situational classroom.Basing on the above research and analysis, this paper finally put forward the implementation strategy of primary school Chinese situational classroom literacy teaching methods, put forward the creation of context of situation interaction to deepen the impression, import, certainly arouse interest three suggestions.