Research On The Current Situation And Countermeasures Of Literacy Teaching In The First Grade Of Primary School From The Perspective Of The Connection Between Young Children And Primary Schools ——Taking Y Primary School In Chengdu

The transition from early childhood to primary school corresponds to the transition of students' first learning period,which means that students transition from the preschool education stage with games as the basic activity to the primary school education stage with classroom learning as the main method,which is related to the students' learning adaptation and development in many aspects.Therefore,it is very important for the first-grade Chinese teachers to have the relevant concepts of the connection between the early childhood and the primary school.Teachers should take literacy teaching as a breakthrough,accurately grasp the students' existing foundation of language development and the laws of students' cognitive development,and help students to smoothly transition to primary school learning.This paper studies the literacy teaching in the first grade of primary school from the perspective of early childhood connection.First,teachers' understanding of literacy teaching,the practice of the concept of early childhood connection,the design of teaching objectives,the organization of teaching content,the selection of teaching methods,and the application of teaching evaluation.In each aspect,the teachers' teaching is investigated,supplemented by the current investigation of students' literacy interest,literacy ability,and literacy methods,and further problems are found.At the same time,through interviews and classroom observations,to gain an in-depth understanding of the actual situation in the literacy classroom.Secondly,from the perspective of young children's connection,it is concluded that the problems in literacy teaching mainly include: the lack of Chinese character culture in literacy teaching,the lack of attention to the teaching goals of emotional attitudes and values,and the adjustment of literacy teaching content that does not pay attention to the foundation of students' literacy.The choice of literacy teaching methods did not consider the actual cognitive development of students,and the evaluation of literacy teaching did not give full play to the dominant position of students.At the same time,the reasons for the existence of the problem are analyzed,mainly including that teachers do not pay attention to the educative function of Chinese character culture,teachers do not have enough grasp of the laws of students' cognitive development,teachers lack the ability to practice the concept of connection between young children,and teachers lack necessary communication.Finally,corresponding countermeasures are put forward,including: relying on Chinese character culture to achieve emotional attitude and value goals;rational use of multimedia resources to interpret Chinese character culture from multiple perspectives;paying attention to the continuous characteristics of students' cognitive development and choosing literacy teaching methods reasonably;Respect the differences in students' literacy foundation,adjust the content of literacy teaching appropriately;build a language literacy evaluation system in the early childhood transition stage.