Research On Teaching Practice And Improvement Strategies Of Literacy In Lower Grades Of Elementary School

Literacy and writing are the basis of reading and writing,the teaching focus of the lower grades of primary schools,how to break through this teaching focus becomes the key to teachers’teaching.The traditional literacy teaching has dampened the enthusiasm and initiative of students’ literacy to a certain extent,and this study aims to explore the effectiveness and problems of literacy teaching through the author’s practice,and to put forward the improvement strategies through the analysis of the problems and their causes,so as to improve the self-literacy ability of the students of the lower grades.This study consists of five parts:the first part is the foreword,which mainly expounds the origin of research,the significance of research,the literature review,and the research method.This study mainly uses literature,classroom observation and interview to carry out the teaching practice of literacy.The second part is about the rational thinking of the teaching of literacy in the lower grades of primary schools,including the definition of the core concept,the theoretical basis of the teaching of literacy,the exploration of teaching methods and the teaching operation procedure.In this study,the teaching of character theory literacy is a kind of literacy teaching method which is based on the construction rationale and composition law of Chinese characters,through intuitive,association and comparison methods,so that students know the relationship between Chinese character situ form and meaning and tone,and improve students’ ability of self-literacy.The theoretical basis includes cognitive learning theory and intuitive teaching theory.The exploration of teaching methods includes two aspects,on the one hand,the regularity of the teaching method of glyphic literacy,and on the other hand,the basic method of illustration,practice,comparison and other mathematical literacy.The third part is based on the second-grade text "clapping song" to carry out the teaching design of word theory literacy,including teaching content analysis and analysis of learning,teaching objectives,teaching methods,teaching methods,teaching process design and teaching evaluation design.The teaching process of character literacy includes the operation procedure of the teaching of character literacy,including experience association,doubting and interest,creating situation,rationale in the environment,analyzing the meaning of the sense,forming phrases,guiding the writing,edifying the four steps of interest.The fourth part is the implementation process of "Clapping Song" of the use of literal literacy teaching.Through the evaluation of classroom teaching,the author finds that students have different interestins in literacy of different Chinese characters,the teaching of character theory enriches the students’ knowledge of Chinese characters,but the development of students’thinking needs to be further developed,the students’ typos are obviously reduced,and the literacy ability of students with different difficulty glyphs is different.The fifth part is the analysis of the problems and causes of the teaching of literacy.The problems in the teaching of literacy mainly include the problems of teachers’ poor use of knowledge of the theory,single teaching methods of character theory,weak ability of student literacy migration and single subject of the evaluation of literacy teaching.The main reasons include the imperfect structure of teachers’ knowledge of the theory,the lack of teaching ability,and the neglect of literacy methods and the dominant position of teachers in teaching evaluation.Part 6 primary school lower grade word literacy teaching improvement strategy,can be widely with word from knowledge management,the integrated use of a variety of words reading method,strengthen students’ word Richard literacy migration ability and establish a positive and effective evaluation system from several aspects to obtain,improving teachers’ ability of word principle literacy teaching and the students’ ability of autonomous literacy.