Research On Deep Teaching Of Literacy In Primary School

Chinese characters are an important carrier of Chinese civilization and a key to learn Chinese culture.Literacy is the main teaching content of the lower stage of Chinese language in elementary school,which has an enlightening effect on students'learning and growth.Deep teaching of literacy in primary school pays attention to the multi-dimensional value of literacy teaching,such as enlightenment,moral cultivation and aesthetic education,and emphasizes that teachers are guiding students to master Chinese character symbols by understanding and exploring the culture and value of Chinese characters,it helps students realize the thinking mode,ideas and culture contained in Chinese characters,thereby promoting the development of students'thinking,emotion and value,then realize the rich value of Chinese characters for student development.This research focuses on the following parts:Introduction:It mainly discusses the origin,significance and methods of research,and defines the connotation of core concepts.Using the literature research method,sort out the literature review on "deep teaching" and "literacy teaching in primary school"to provide reference for this research.The first part:the meaning and value of deep teaching of Chinese literacy in primary school.Analyzing the attributes of Chinese characters by literature research method which including instrumental and cultural,and combine the deep teaching theory to explore the deep teaching of literacy in primary school in terms of teaching objectives,knowledge presentation,learning experience and learning evaluation.On this basis summarize the educational value of deep teaching of Chinese literacy in primary school.The second part:the superficial phenomenon and reason analysis of Chinese literacy teaching in primary school.Summarize the current problems in the teaching practice of Chinese literacy in primary school by interview method,classroom observation method,and case analysis method.Combining history and reality,and exploring the reasons for the disregarding of cultural attributes and the value of education of Chinese characters from the aspects of social development and teachers'personal qualities by interview method and literature research method.The third part:the strategy of deep teaching of Chinese literacy in primary school.Using the literature research method and case analysis method,through the analysis of representative case and interpretation of the innovative layout of the Chinese textbooks edited by the Ministry,combining with the characteristics of Chinese characters and the characteristics of the physical and mental development of primary school students,studying how to integrate deep teaching into the whole process of literacy teaching,and providing practical strategy of deep teaching of Chinese literacy for Chinese teachers in primary school.The fourth part:the realization conditions of deep teaching of Chinese literacy in primary school.Based on the previous analysis of the current situation of primary school Chinese literacy teaching,from the perspective that deep teaching emphasizes the pedagogical standpoint of knowledge and the value of knowledge to students'development,exploring the concepts and qualities that teachers need to achieve deep teaching.