Using Traditional Chinese Characters To Optimize The Strategy Research Of Primary School Chinese Literacy Teaching

Chinese is a basic subject also the basis of other subjects in primary school. It can improve the students’ literary ability. "You must learn literacy first", Teaching literacy and writing occupies an important position. It should be noted that the Chinese character is a unique sound system which is still used by us. The essential feature of Chinese character is that it’s based on the meaning to create its shape, then using the shape to express its meaning. Therefore, literacy teaching is not only to help students master a tool, but also to help them inherit our national culture and to guide them to form a cultural awareness. However, under the background of new curriculum reformation, literacy teaching methods become various. Teachers can give an very interesting class, but they neglect the literary ability of students and the cultural permeation of Chinese character. If teachers can not understand and grasp the cultural connotative meaning of Chinese characters correctly, literacy teaching is just processing information, which is only floating on the surface. In addition, parts of the Chinese character have been simplified. Their ideographic features have been destroyed, which makes it difficult to understand. In a deeper level, generations of children can’t read traditional Chinese character, which will make it difficult and boring for them to read classics of ancient China. It is a barrier for our students to improve literary ability by reading classics. Using the traditional Chinese character will make it easy to understand the relationship between the shape and the meaning of Chinese character so that the student can analyze the shape and explore the meaning. Using the traditional Chinese character can also help people think about the cultural connotative meaning of Chinese characters and improve their literary ability.Based on the above ideas, this paper is divided into five parts.The first chapter is to understand the concept of traditional Chinese character through the study of the concept of the simplified character and traditional Chinese character. Then I’ll study the cultural connotative meaning of Chinese characters to illustrate the cultural value of traditional Chinese characters.The second chapter is to study the value of traditional Chinese characters in literacy teaching based on the literacy teaching objectives of primary Chinese subject. It’s mainly indicated in three aspects. First, to stimulate student’s interest. Second, to deepen students’ understanding of the shape and meaning of the Chinese character. Third,to improve students’ literary ability.The third chapter is to make a statistical analysis of 2,500 Chinese characters which are required in PEP primary Chinese textbooks curriculum standards. Based on the theory of character’s structure and the application of Chinese characters in primary school, by studying pictograph, knowing-the-meaning character and phonogram, I’ll make a further interpretation of the traditional characters which have educational value.In the fourth chapter, I’ll take the use of traditional Chinese characters in primary Chinese teaching as an example to explore strategies of optimizing traditional literacy teaching. I’ll select three classic teaching examples to know the wisdom of character’s structure, enrich the comprehension of text, penetrate the cultural of Chinese characters and enhance literary ability,which will provide effective strategies for the use of traditional Chinese characters in the class.The fifth chapter focuses on the formation of teacher. I choose two areas of cultural awareness and knowledge to discusses how to improve teachers’ teaching literacy skills.