Investigation And Research On The Current Situation Of Word Theory Literacy Teaching In Lower Grades Of Primary School

Literacy has always been the focus and difficulty of Chinese teaching in the lower grades of primary school,and it is also the basis of reading and writing in the middle and higher grades.Its importance is self-evident.Under the background of "double reduction",if low-level literacy teaching wants to reduce the burden and increase efficiency,it needs scientific and appropriate literacy methods as support.Understanding and understanding Chinese characters through the analysis of word theory plays an important role in improving students’ literacy efficiency and reducing reading and writing errors.Teachers’ attitude and application of word theory literacy teaching deserve attention.Therefore,this paper focuses on the current situation of word theory literacy teaching in primary school,and puts forward two research questions: 1.How about the emotional attitude,application ability and mastery of word theory literacy teaching of Chinese teachers in primary school? 2.Are there any differences in the teaching of word theory literacy among the lower grade Chinese teachers in primary schools with different teaching ages,educational backgrounds,knowledge backgrounds and teaching environments?After sorting out and analyzing the relevant studies at home and abroad,referring to the relevant literature,the research was carried out by means of questionnaire and interview.107 Chinese teachers in the lower grades of primary schools in Z District participated in the questionnaire survey.At the same time,6 interviewed teachers expressed their practices and feelings in the teaching of word literacy,Nine low-level students shared their experience and harvest in learning Chinese characters with word theory.The results of the questionnaire survey show that the overall situation of the low-level Chinese literacy teaching in primary schools is good,and the arrangement of the low-level Chinese textbooks compiled by the Ministry is good,which is suitable for teachers’ teaching and students’ learning.However,there are few teaching reference books related to the teaching of Chinese literacy,which can not meet the needs of teachers and provide them with timely and accurate teaching guidance.The phenomenon that teachers carry out word theory literacy teaching is very common and have a positive attitude,but they lack systematic and scientific grasp of the relevant knowledge of word theory literacy teaching,lack of in-depth understanding and application,resulting in misreading or neglect of word theory,simplification of teaching methods.The students have a good acceptance of the teaching of word theory literacy and are full of interest,but they lack the awareness and ability of independent application,and the initiative of literacy needs to be improved.According to the research results,this paper analyzes the causes and tries to put forward the following countermeasures and suggestions: Strengthen learning and improve literacy: improve teaching awareness and pay attention to professional development;Multi channel learning to improve teaching ability.Secondly,based on students,make accurate strategies: understand the characteristics of learning situation and comply with the law of development;Improve the evaluation mechanism and cultivate literacy confidence;Increase interest in literacy with the help of media technology.Finally,based on teaching materials,accurate development: follow the thinking characteristics and enriching literacy teaching methods;Enrich the literacy context and construct the literacy context;Expand extracurricular resources and create school-based teaching materials.In order to help teachers better understand the teaching of word theory literacy,master relevant theoretical knowledge and enhance the teaching ability of word theory literacy,so as to guide students to master the methods of word theory literacy,stimulate students’ interest in literacy and improve the efficiency of literacy.