Action Research On Chinese Literacy Teaching In Primary Schools From The Perspective Of Context Theory

Chinese characters are one of the important carriers of Chinese traditional culture,literacy and writing from the foundation of Chinese learning.In the teaching of literacy,it is helpful to arouse students’ interest and enthusiasm in learning Chinese traditional culture by leading them to perceive the profound culture contained in each Chinese character,to carry forward China’s fine traditional culture and enhance cultural confidence to lay the foundation.The purpose of this study is to explore the curriculum design and teaching practice of Chinese literacy teaching in primary schools from the perspective of contextual theory.The study was conducted in the second grade(1)class of L Primary School in Zhangzhou,with the help of literature,observation and interview,this paper discusses the phenomena and problems observed in the implementation of literacy teaching from the perspective of context,and examines the feasibility of the curriculum design,taking the teaching practice as the basis of revision,the author continuously adjusts the curriculum,and then puts forward the conclusion and enlightenment.Specifically,this study attempts to explore the context theory under the vision of Primary School Chinese literacy curriculum design and teaching implementation of the following questions: what is the relationship between context theory and literacy teaching? What are the difficulties in literacy teaching from the perspective of context theory? Can context-based literacy teaching promote the improvement of Students’ literacy system? Can context-based literacy teaching enrich teachers’ knowledge of literacy teaching?The action process of this study consists of three stages: the development plan,the first teaching practice and the second teaching practice.In the stage of development plan,classroom observation and interview are used to investigate the present situation of literacy teaching,to define the goal of literacy teaching,and to design the literacy teaching practice from the perspective of context theory.The first stage of teaching practice,based on the previous stage clear literacy teaching objectives and preliminary design,to develop a detailed first round of teaching plans and implementation,through classroom observation,student interviews,research team feedback and other ways to summarize and reflect on the practice process for the next round of practical action to provide reference;On the basis of the previous round of summary and reflection,a new teaching plan was drawn up and put into practice.At the same time,in order to explore whether the students have achieved the listed teaching objectives,before and after the action research,the pre-test and post-test of students’ literacy were carried out.In order to further explore the value and dilemma of context theory in literacy teaching,the researcher analyzes curriculum design,teachers’ teaching and students’ learning situation.At the level of curriculum design: keeping close to the“Quasi” of context curriculum design;creating the“New” of context curriculum design;At the level of students’ learning:strengthening the“Basis” of contextual literacy learning;eliminating the“Blindness” of contextual literacy learning.Based on the findings of this study,the researcher research issues and reaches the following conclusions: context-based literacy teaching can promote students’ understanding and use of Chinese characters;It can help students improve their literacy system,enrich teachers’ knowledge of literacy teaching,but literacy teaching based on context theory should break through teachers’ weak awareness of context and solidify the design of literacy teaching,the teaching form is unitary and so on realistic predicament.Finally,from the researchers themselves,the research process,after action research,etc.