A Research On The Primary School Literacy Teaching In ROC

As a proverb says, to learn first, read and write. Literacy is the foundation of children’s learning of reading, writing and all kinds of knowledge. Therefore, in all previous Chinese teaching reforms, the education workers attached great importance to the literacy problem and corresponding teaching reform is always an important branch. Literacy teaching was explored a lot in the period of Republic of China(ROC) and went through many great reforms such as Chinese simplified movement, national language movement, phonetic notation and literacy movement, literacy teaching of education experiment et al. On the one hand, literacy teaching breaks through the framework of the adultification of the traditional enlightenment learning. It emphasizes on children’s interests and highlights the children’s center to visualize literacy teaching. On the other hand, literacy teaching inherits the experience of traditional enlightenment learning, which blends the functional literacy, knowledge education and ideological education together.The historical lines and fundamental features for reforms and developments concerning literacy teaching during the period of ROC were collected and analyzed in this study. This paper searched for some common regularity of literacy teaching and summarized the historical experiences and lessons, wishing to take history as a mirror and finally promote the development of literacy teaching in contemporary basic education. On the basis of overviewing the development of literacy teaching in ROC, the literacy factors of Chinese textbook at primary school stage were analyzed and the characteristics of the actual literacy teaching were explored, which aim to discover the existing problems in ROC literacy teaching and tell about some inspiration to contemporary people. This thesis mainly consists of six parts. The introduction made a brief description of the reasons and significances why this topic was selected and showed the existing research results concerning literacy teaching. Research ideas and methods, as well as the key and difficult points of the study were also presented in this part.The first part tells about the general development of literacy teaching in ROC. In time order, this paper discussed the development of literacy teaching material in ROC. At that time the teaching materials gradually evolved into mandarin Chinese or simplified Chinese vernacular teaching materials, which pay attention to Pinyin literacy, children’s experiences. With disperse literacy methods, literacy starting from the sentence, then together with reading,the new words needed for primary school students were spread to a large number of the texts, is to the method of recognizing-writing synchronization but guarantee the total literacy.The second part analyzed the materials of literacy teaching in ROC primary school.First of all, the evolution of the forms of teaching literacy would be discussed.It mainly includes several aspects, for example, literacy tool from phonetic alphabet to the Roman character, then to latinized new words. Literacy carrier from classical Chinese to vernacular Chinese; Literacy content from complex to simple; Literacy form such as literacy with the article. Secondly the analysis of literacy methods reflected in the textbooks would be introduced.The third part analyzed the Chinese literacy teaching in ROC primary school.Firstly,the teaching with respect to the sound, form and meaning were described,then the analysis of literacy teaching process.Article teaching is ahead of literacy teaching;Literacy teaching is divided into preliminary demonstration and other four stages, and several literacy methods such as cards, games, were summarized in the concrete teaching.The ROC literacy teaching gradually pay attention to children’s experiences in the teaching process, when a gradual shift in the role of teachers and students was shown and the people-oriented concept of teaching was presented.The forth part presented the problems in literacy teaching of ROC primary school.Literacy teaching used the form of recognizing-writing synchronization. This form increases the difficulty in literacy and leads students to less reading and writing so that it cannot explore capacity of literacy the most.In the teaching of literacy,teachers paid too much attention to the interest of teaching,while ignored the students’ abilities for controlling new words, which leads to ghost words taking place frequently.For another, literacy teaching could not grasp the essence of continuing with the past and opening up the future and has not done well in absorption and innovation. More specifically,it failed to inherit the traditional concentrated literacy education,worse still refer to foreign literacy teaching superficially without elaborateness.Importing literacy teaching should proceed from our national conditions and accord with the reality of teaching reform.Although there exist some problems in the primary literacy teaching,the reform and innovation had laid a solid foundation for the modern literacy education.The fifth part discussed the revelation for the contemporary literacy teaching. Through the analysis of the problems and progress of primary school literacy teaching in ROC, the author overviewed the development of the contemporary literacy teaching, and summarized the enlightenment for contemporary people.