Research On Primary School Chinese "Literacy Unit" Teaching In The Unified Edition

"literacy unit" is a special unit in the unified edition of primary school Chinese textbooks,which can help students infiltrate the culture of Chinese characters and understand the inter-frame structure of Chinese characters on the basis of mastering the basic abilities of reading,literacy and writing,realizing students’ independent literacy and laying the foundation for other learning activities gradually.When the unified edition of the textbook is published,most scholars focus on the research of "reading strategy unit" and "exercise unit",but there are few research achievements on "literacy unit".Therefore,studying the current teaching situation of "literacy unit",finding out the existing problems in the teaching of "literacy unit" and putting forward countermeasures is of great significance to improve teachers’ teaching quality,guide students to discover the rules of Chinese characters and improve their literacy and writing ability.Based on "literacy unit",this study guided by problem awareness,starts from teachers’ teaching concepts and teaching activities,takes teachers’ "literacy unit" in classroom teaching as the research center,adopts the method of combining classroom observation and interview,studies the teaching status of "literacy unit" from four dimensions: teachers’ overall teaching consciousness,teaching goal,teaching implementation and teaching evaluation.Through the research,it is found that there are the following problems in the current teaching situation of "literacy unit" : Firstly,teachers lack of deliberation and research on the overall teaching of "literacy unit";Secondly,the formulation of teaching objectives is a mere formality and lack of attention to emotional goals;Thirdly,the implementation of teaching content is lack of comprehensiveness,and the choice of teaching methods has a tendency;Fourthly,the teaching evaluation mainly takes the teacher as the main body,and the evaluation content is piecemeal.In view of the above problems,this thesis analyzes the following causes: Firstly,the teachers’ cognition is closed,and the study is lack of depth;Secondly,the orientation of teaching objectives is fuzzy and the setting lacks comprehensiveness.Thirdly,the teaching content is lack of depth,ignoring the main body status of students;Fourthly,teachers’ own ability is limited and restricted by traditional evaluation concepts.According to the problems in the present situation,the following optimization countermeasures are put forward for teachers: Firstly,they need to improve the professional ability and enhance the overall understanding of "literacy unit";Secondly,understanding the arrangement intention of "literacy unit" and formulating suitable teaching objectives are also important for them;Thirdly,fully analyzing the content of "literacy unit" to create novel and interesting literacy lessons is one of the effective ways;Finally,it is also of great significance to construct a pluralistic and open teaching evaluation system to promote the improvement of students’ ability.