A Case Study Of A Elementary School Teacher In Junior Literacy Instruction

At the elementary education stage, Chinese education is the basis and premise of learning other subjects, and literacy teaching is the first step of Chinese education. As a result,not only parents but also experts,scholars and teachers all taken literacy teaching as the key and foundation of primary Chinese education. Accordingly, in the process of literacy teaching,a variety of problems should be solved by our teachers and researchers first. Teachers should teach students to read and write, considering the students’ preschool knowledge, respecting the students’ individual learning experience, studying their literacy learning psychology,reasonably applying some methods to guide the students so as to arouse the students’ interests in learning Chinese characters and to improve the ability of students’ literacy, to strengthen students learning Chinese characters. In fact, however, in the real class, we are not satisfied with our primary school Chinese teachers’ literacy teaching, they often ignore the students’ preschool knowledge, what’s more, in order to improve the students interest in learning using the wrong methods to twist the original meanings of Chinese characters which cost too much in quantity but neglect the quality of literacy teaching and so on. So this article attempts to observe and interview the second grade teacher S and her students in her primary school, then do case study about the lower grade Chinese literacy teaching according to the materials we got, then analyze the problems existing in the lower grade elementary Chinese literacy teaching, and put forward corresponding countermeasures in the end.