| Chinese Curriculum Standards for compulsory Education(2022-year Edition)states that it is necessary to pay attention to the creation of real situations and pay more attention to the relationship between situations and knowledge.Literacy teaching is an important part of language teaching,not only as the foundation of reading and writing,but also as the cornerstone of students’ language skills.Contextualized literacy teaching effectively combines situational and literacy to create situations that stimulate students’ feelings according to their physical and mental characteristics,in which students can experience the charm of traditional culture,actively express their thoughts and thoughts,improve their interest in literacy,and then learn to actively read.Studies have shown that contextualized literacy teaching is widely used in primary school language teaching and has achieved certain results,but it has also been found that there are three problems in primary school language contextualized literacy teaching: relatively low teachers’ cognitive level,relatively single use of situational resources and situational types,and relatively few process evaluation of contextualized literacy teaching.In view of the above problems,this study analyzes the reasons from different perspectives such as cognition,contextual resources,types and evaluation,and proposes corresponding improvement strategies in turn.In summary,this paper uses literature research method,questionnaire survey method and interview method to start from the four dimensions of cognition,resources,types and effects of contextualized literacy teaching,and conducts research on language teachers in three primary schools with the theme of the improvement strategy of contextualized literacy teaching in primary schools,in order to propose the improvement strategy of contextualized literacy teaching in primary school,improve the literacy teaching effect of teachers,and make students fall in love with literacy. |
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