Primary School Chinese Intermediate Stage Literacy Teaching The Study Of The Problems And Strategies For Improvement

The new round of basic education curriculum reforms in the past 20 years,literacy teaching can be described as the "old difficulty" of Chinese teaching reform,and the problem of "literacy is backward,restricting reading" has not been solved well.Moreover,the current research on literacy teaching is still underestimated,especially the research on the middle and upper stages of elementary school,the number is small,and the theoretical level is also low.The particularity and importance of literacy teaching at the intermediate stage of elementary school should never be ignored.Therefore,this research will be based on the status quo of literacy teaching at the intermediate stage of primary school,grasp some of the current problems in literacy teaching,combine theory with practice,and propose some corresponding improvement strategies.The introduction part first raises questions,defines the core concepts related to literacy teaching at the intermediate stage of primary school,analyzes some current status of primary school Chinese literacy teaching and makes a summary,points out the significance of the research,and finally points out the research ideas and methods.The first chapter selects the survey objects,compiles the teacher questionnaire and the student questionnaire,and investigates and analyzes the current situation of literacy teaching in the intermediate stage of primary school Chinese.The second chapter summarizes and reveals the problems in literacy teaching at the intermediate stage of primary school from the level of teachers and students,and then analyzes the reasons.On the part of teachers,they have insufficient understanding of the learning situation at the intermediate stage of primary school,inadequate understanding of curriculum standards,and unclear teaching objectives.On the part of students,their sense of autonomy is weak,their literacy skills are low,they lack good literacy habits,and typos are common.Analyzing the reasons for the above problems,there are teachers’ reasons,such as insufficient knowledge and literacy,neglecting the cultivation of literacy ability,and insufficient guidance on typos.The reason for students is that they have not developed a good sense and ability of autonomous literacy,and lack of strong interest and motivation in literacy.The third chapter discusses the improvement strategies of literacy teaching in the intermediate stage of primary school combining the teaching of teachers and the learning of students.For example,through training and learning to improve teachers’ academic literacy and literacy teaching ability;focus on cultivating students’ awareness and ability of literacy;grasp the important and difficult points of literacy teaching and correct typos in time;focus on stimulating students’ interest in literacy and transforming their internal motivations.Propose improvement strategies.The final conclusion part summarizes the full text,pointing out that in the intermediate stage of elementary school,in-depth research on literacy teaching helps teachers to actively choose more appropriate literacy strategies,complete the literacy tasks of each school stage solidly and efficiently,and systematically improve the Chinese characters of teachers and students.Literacy,Chinese literacy,improve teachers’ scientific research ability and professional level,and promote the development of overall Chinese teaching.