Research On The Teaching Of Interesting Literacy In Lower Primary School

When focusing on students' development at current stages,it is well-established that their literacy capability is closely related to their performance in other subjects.For example,for Chinese students,if they are able to recognize and understand more Chinese characters accurately,it would be more likely for them to gain better academic attainments in all subject areas in their later schooling.In a long term,literacy could provide firm foundations for students' life-long development and it could also support them to develop in a more well-rounded way.Therefore,it is mentioned in the curriculum standard that being capable of recognizing and writing down Chinese characters correctly is the basis of reading/understanding and writing.Such ability is one of the most significant teaching contents through the compulsory education stage,which is also the essential focus during the first stage of students' learning.In actual teaching practice,however,it is found that with the existing monotonous teaching methods and strategies,students would not be engaged to learn about literacy actively.Furthermore,limited teaching content could hardly help students use the language effectively.Additionally,the traditional assessment would never activate students' interests.All these drawbacks in our current teaching practice have led to the situation where students might be feeling reluctant about learning Chinese characters,especially if they are under huge pressure.This might result in students' unsuccessful and frustrating experiences in learning about Chinese characters.When students always feel stressed and frustrated when learning about Chinese characters,such learning could become frightening to these students? Consequently,their level of literacy skills would be limited.Based on the body of literature in this field,as well as my practical experience,the author found that stimulating students' interest in literacy is an important way to solve the above problems.Gout teaching method is introduced and deeply discussed in this essay,starting with the definition of this teaching method and why this method should be implemented in everyday teaching practice from a theoretical perspective and followed by a detailed discussion about how to take advantage of it in practical teaching scenario.The first section of this essay mainly explains the theoretical perspectives about what gout literacy teaching method is and why it is suggested.Briefly introducing,gout literacy teaching is a pedagogical method in literacy teaching,which is based on students' psychological and cognitive development.Also,such a teaching method highly values the fun elements in the character learning process.Through taking advantage of engaging ways of teaching,students would have chances to gain positive learning experiences.With these delightful experiences,their learning interests in literacy might be activated.In this situation,students would find learning and practicing literacy skills are fun,which might lead to their willingness and initiative to sharpen their literacy skills.Consequently,their competency of recognizing and understanding Chinese characters independently would be promoted.Through the comparison between gout literacy teaching and other teaching methods,gout literacy teaching method has its own advantages in attracting children's interests.It is full of fun and respects how Chinese characters are generated.What matters the most is this method closely combines the formation and logic of the origin of Chinese characters.Such a design of the method can fill the gap between the ideal teaching vision and real-life teaching practice.In addition,it is a practical and powerful tool for teachers in their everyday teaching practice.The second and third sections of this essay provide a detailed analysis of the principles and strategies of the use of gout literacy teaching methods.By summarizing and synthesizing related literature,it is argued in this essay that this teaching method should follow three key principles,that is,interest,comprehensiveness,and development principle.In the implementation,the teacher can assess four aspects of the classroom to create a relaxing and fun learning environment,and the four aspects are respectively atmosphere,teaching forms,teaching evaluation and review consolidate.The essential goals are to organize flexible and interesting activities,build up multiple three-dimensional evaluation systems,using fun to consolidate students' passion for learning,providing students with pleasant feelings,letting the students read in happiness.With these teaching practices,teaching and learning for students would be switched from "want me to learn" to "I want to learn",which would improve the efficiency of literacy learning.On the basis of theoretical knowledge discussed above,and combining the front-line teaching experience of the author,a lesson mainly using gout teaching method is designed and planned.Small Schoolbag is a piece from Chinese textbooks for young pupils,and it contains a considerable number of new characters for Grade-1 students.This piece is chosen for the lesson since students who are in their first semester of grade one are still too young to be highly concentrated and they are facing quite a lot of pressure as well.As a case of interesting literacy teaching methods,the participatory observation method is used to record a complete classroom record.While homophone discrimination is a major challenge for students to learn in primary school,the author carried out a teaching design from the perspective of the evolution of Chinese characters.The teaching process in the class is recorded as the representative of the segment teaching,hoping to provide readers with inspirations and using it as a reference on the practical level.