Analysis And Countermeasures Of Literacy For The Rural Primary Schools In Bijiang District,Tongren City

The basic status of literacy teaching has not been shaken,from ancient tim es to now literacy is regarded as the basis of learning Chinese.W ith the developm ent of primary school Chinese,literacy teaching has developed and literacy teaching is the basic condition for norm al reading and w riting.The curriculum standard points out that "literacy is the m ain task for the primary",that is,the language teaching of the primary should pay close attention to the teaching of literacy in order to pave the w ay to study the various subjects in the future.M any experts and researchers in the field of Chinese literature have devoted them selves to the study of literacy.The research in this field have a lot of achievem ent till now.Sum m ary the focus of attention: som e experts are interested in the study of literacy,som e are interested in the research of literacy teaching m ethods,and som e of them are interested in the research of literacy theory,etc.,the research results have universal applicability,practice of literacy teaching has also achieved great results.H ow ever,in practical activities,there is existing the phenom enon that the education is unbalance betw een urban and rural primary school,and the grow th and learning of children from the urban and rural areas are obvious different.Facing these differences,w e should take different m easures of literacy.In rural areas,how ever,in the process of literacy teaching in real life,w e often appear som e m isunderstanding and deviation,such as just learn m ore w ords or copy w ords again and again.The w ays of literacy teaching is lack of creation and teachers don’t consider the learning conditions of rural children.The children in rural areas feel bored w ith literacy that leads to the difficulties the rural literacy teaching is hard to im prove,Chinese teaching quality is difficult to enhance.In the face of these phenom ena,the author sets the research object in rural areas,and gave m ore consideration to the "special group" of rural children in the research process.The introduction of the paper elaborates the content on the centre on the reasons of the topic,practical significance of the research theory,overview the related research,and research m ethods,on the basis of reference and sum up the previous literacy research results,extracted the useful theoretical basis of this paper.Therefore,the author finds that teachers in rural primary schools spend a lot of tim e organizing children to learn literacy,but the effect w as not ideal.The author focuses on the current situation of literacy teaching in rural primary schools,and tries to explore and analyze literacy strategies in line w ith the reality in rural areas in order to enrich literacy form s and im prove literacy teaching level in rural primary schools.In addition to the conclusion and introduction,the text consists of three chapters:The first chapter is mainly about the literacy teaching of the brief elaboration on theory concept,the status and the goal.It mainly defines the concepts of literacy teaching about the rural primary school,and clearly understands the aim s of research objectives.To elabrate the status and the purpose of literacy,w hich provides the theoretical direction,and let the classroom teachers of literacy have a new understanding,w e should not overlook the im portance of literacy,literacy is not just sim ple to rem em ber a few w ords,literacy is a process that subtly cultivates children’s ability of expressing and com m unicating,enhances their ability of reading,and w riting.A t the sam e tim e,literacy not only inherits the excellent culture of the ancients,but also cultivates the w isdom of children.The second chapter is mainly about the investigation report and problem analysis on the status of literacy teaching in rural primary schools in Bijiang District.A ccording to the questionnaire,the author mainly reflects the follow ing problem s:first,children in rural areas exist differences,m any are from their fam ilies,such as com m unication of fam ily and school is not enough.fam ily learning atm osphere is not strong,the m ajority of them are ethnic m inorities and they com m unicate mainly in dialect.Second,children in rural areas have a special learning ability,especially these aspects :lack of m otivation for literacy,single literacy m ethod and lack of literacy habit.Third,there are m any problem s in rural teachers,such as Chinese teachers are non-language professional,literacy m ethod is lack of creation and use the w ay to copy blindly and so on.In chapter 3 is based on the chapter 2,the author tries to explore the counterm easures of optimizing literacy teaching in rural primary schools.There are mainly three aspects: first,trying to stim ulate the students’ interest of learning.;second,trying to cultivate their habits of learning;third,trying to optimize allocation of teachers’ resources in primary school.