A Study On The Teaching Practice Of Situational Literacy In The Lower Stage Of Primary Schools

The teaching of situational literacy in the lower-stage of elementary school means that teachers create situations that can stimulate children's feelings based on the physical and mental characteristics of children in the lower-stage,so that students can integrate into the situation,actively feel the charm of language and words,and actively express what they want in the situation.Naturally master the literacy methods,experience the charm of traditional culture,increase the interest in literacy,and then learn to actively literate.Situational literacy teaching not only stays at the stage of students' knowledge and ability goal of mastering new words,but also focuses on the integration of non-intellectual factors such as students' feeling of the charm of writing and improving the ability to appreciate the beauty of emotions,attitudes and values.It is gradually realized in the process of literacy teaching to realize the integration of three-dimensional goals.By sorting out and analyzing the theories of Li Jilin and other scholars who have made achievements in the research of situational literacy teaching,this study summarizes the concept and significance of situational literacy teaching in the lower primary school,as well as the principles and methods that situational literacy teaching should follow.On the basis of deriving the relevant theories of situational literacy teaching,This paper combines the theory and practice of situational literacy teaching,and makes a comparative analysis of the changes of students' current situation of literacy before and after the practice of situational literacy teaching through the investigation and research of students' literacy status before and after the practice of situational literacy teaching,and makes a cause analysis of the current situation in the relevant chapters.Not only that,this research also usesthe relevant theories of contextual literacy teaching to conduct case studies on 15 contextual literacy classes I conducted to analyze whether the contextual literacy methods used this semester are feasible and effective.In the last part of this paper,by summarizing and sorting out the practical data in the early stage and starting from the theory and practice,it summarizes and reflects on the situational literacy teaching in the low school period of primary schools.It summarizes whether the specific methods used in the practice of situational literacy teaching in the low school period of primary schools are effective and what methods can produce outstanding effects on the teaching.Then,this paper reflects on situational literacy teaching practice from three dimensions: students,teaching and teachers.Based on the comprehensive theoretical research on situational literacy teaching,this paper applies the theory into practice,analyzes the cases in practice,and deeply reflects on the advantages and disadvantages of situational literacy teaching in low primary school,in an attempt to provide reference and reference value for the literacy teaching of the majority of teachers in low school.