Research On The Teaching Strategy Of Literacy In The Lower Grades Of Elementary School From The Perspective Of Complexity Theory

Literacy teaching is an important carrier of elementary school students 'cultural literacy training and language inheritance.Its important position has become more and more prominent and has received more and more attention.Now literacy teaching is faced with a lot of difficult problems,and complexity theory coincides with it,so this paper will study the elementary school literacy teaching from the perspective of complex theory.Based on the above understanding,this paper mainly discusses from six parts:The introduction mainly introduces the research background of this article from the perspective of the background of the times,the social background and the professional background,and explains the research purpose and significance of this article,research ideas and methods.The concepts of "lower grade of primary school" and "literacy teaching" are defined.The first chapter is the research summary and theoretical basis.This paper introduces the main contents of the study on literacy teaching in the lower grades of primary schools from three aspects: teaching methods,teaching strategies and teaching problems,and explains the four characteristics of self-organization,nonlinearity,irreducibility and openness of complex theories.The basis of the research is explained in the light of the requirements of the 2011 edition of the Chinese Curriculum Standard for Compulsory Education.The second chapter is the current primary school literacy teaching status survey and analysis.Taking Beidaihu Town Central School in Yongji County as the research object,the students 'literacy learning situation and teachers' literacy teaching situation were investigated and analyzed.In the course of listening to the lecture,the four literacy classes were analyzed and evaluated from both positive and negative aspects,and four problems were summarized: excellent teaching cases of mechanical application,the dismantling of Chinese characters was too cumbersome,the literacy link was dull,and the teaching and life were seriously disjointed.Through interviews with teachers,Summarize seven specific problems of increasing difficulty in teaching,increasing interest in literacy process,focusing on examination results,misplaced parental orientation in literacy education,too complicated work of head teacher,misunderstanding of teacher literacy teaching,and low level of teacher theoretical literacy.The third chapter is the analysis of elementary school literacy teaching from the perspective of complex theory.From the perspective of complex theory,this paper summarizes the existence of literacy teaching design in the lower grades of primary school,the homogenization of literacy teaching methods,the one-sided evaluation of literacy teaching,the poor teaching literacy of teachers,the repetition of literacy teaching processes,and the separation of literacy teaching from real life and literacy teaching.The seven major issues of "closure" of activities,It also ignores the self-organization of students,ignores the non-linear nature of teaching subjects,ignores the holistic nature of literacy teaching,ignores the developmental requirements of teachers,ignores the irreversibility of participating subjects,and ignores the relevance of teaching and life.,This paper ignores seven aspects of literacy teaching and analyzes the causes of the problems of literacy teaching in the lower grades of primary school.The fourth chapter is the strategies of elementary school literacy teaching from the perspective of complex theory.This part takes the perspective of complex theory as the starting point.This paper discusses the strategies of literacy teaching in the lower grades of primary school from seven aspects: innovating the design of literacy teaching,optimizing the use of literacy methods,improving the literacy evaluation system,improving the teaching literacy of teachers,updating the concept of literacy teaching,linking the actual literacy of life,and opening the path of literacy teaching.The last part is the concluding remarks.