A Study On The Current Situation And Countermeasures Of Teaching The Unified Edition Of Primary School Literary Language

Literary texts are rich in traditional Chinese culture and play an important role in cultivating students’ sense of language,developing their thinking,and learning ancient Chinese.With the popularization of the unified version of elementary school language textbooks,the proportion of literary texts in textbooks has increased,and the teaching of literary texts has received increasing attention.However,all along,due to the relatively low proportion of literary texts in all versions of elementary school language textbooks,many elementary school language teachers lack experience in teaching literary texts,do not study literary texts in depth enough,and tend to ignore students and neglect tasks such as cultivating students’ interest in learning literary texts.Then,how to improve the quality of teaching elementary school literary texts? This study investigates and analyzes the current situation of elementary school literary teaching on the basis of analyzing the literary texts in the unified version of elementary school language textbooks,finding out the problems and causes,and proposing optimization strategies for the problems.Based on the "child-oriented" educational concept,cognitive structure transfer theory,language sense theory and contextual teaching theory,this study uses literature research,questionnaire survey,case study,classroom observation and comparative analysis to focus on the following three questions: What are the characteristics of the selection and arrangement of the literary texts in the unified version of elementary school language textbooks? What is the current situation of elementary school literary language teaching? What are the countermeasures for optimizing the teaching of elementary school literary languages?This study focuses on the following aspects.The introductory part mainly describes the reason for selecting the topic of this paper,literature review,research purpose and significance,research ideas and methods.The first part defines the relevant concepts and theoretical foundations.This chapter gives a brief overview of the three basic concepts of "child-oriented" education,literary language and elementary school literary language teaching,and briefly explains the theoretical basis of this study and its guiding role in elementary school literary language teaching.The second part is an analysis of the selected literary texts in the unified version of elementary school language textbooks.This part analyzes the text selection,arrangement and teaching value of elementary school literary texts.Among them,the characteristics of the selected texts include: the number of selected texts has increased,strengthening traditional culture education;the short length and diverse topics contain profound philosophy of life;most of the texts are story-based,in line with children’s reading psychology.The organization features:the spiral of learning difficulty,in line with the characteristics of students’ thinking;according to the double-line structure of the unit,to enhance students’ language literacy;after-class exercises training points are clear,indicating the direction for teaching and learning.This summarizes the value of teaching elementary school literary texts: it helps cultivate students’ sense of literary language,promotes the development of students’ thinking,and builds cultural confidence.The third part is a survey and analysis of the current situation of the unified version of elementary school literary language teaching.The survey found that the main problems of the current elementary school literary language teaching are: the lack of integration of teaching objectives with learning situations,the lack of cultivation of students’ thinking skills in the teaching process,the low motivation of students to participate in the literary language classroom,and the single subject and way of assessing literary language learning.The reasons for this are as follows: teachers ignore the learning situation under the influence of exam-oriented education,the teaching process is patterned,the teaching process is monotonous and boring,and the assessment subjects and methods are not enriched.The fourth part is the optimized countermeasures for teaching elementary school literary texts in the unified version.In response to the above problems,this study gives the following optimized countermeasures: to set reasonable teaching objectives of literary languages in accordance with students’ situations;to implement teaching of text interpretation according to the characteristics of literary genres;to optimize the teaching process of literary languages in conjunction with texts;and to enrich student-oriented learning assessment methods.