Low-segment Literacy Teaching In This Primary School Improvement Strategy Research

In primary school Chinese teaching,literacy teaching in lower grades plays a pivotal role.From the changes in the layout of the literacy section in the unified Chinese textbooks,it can be seen that the textbook editors attach importance to literacy teaching.The unified textbooks advance literacy teaching and integrate multiple literacy methods,and these changes will also require teachers to make corresponding adjustments and changes in literacy teaching.How should teachers correctly treat the relationship between Pinyin and literacy,and how to improve the effectiveness of literacy teaching at the lower stages of primary school,Are important issues currently facing us.This study uses educational science research methods such as questionnaire survey,text analysis,literature review,and other methods to conduct a more indepth exploration of the strategies for improving elementary school literacy teaching in the unified textbooks.The paper is divided into five parts.The introduction briefly describes the reason,purpose,significance,theoretical basis,ideas,methods,domestic and foreign literature of the study,and determines the starting point of this study;In the main part of the paper,using the method of text analysis,combined with the requirements of the curriculum standards,the author analyzes the layout concept and compilation characteristics of the low level literacy part of the unified compilation of primary school Chinese;Taking a primary school in Anning District,Lanzhou City as a survey sample,a questionnaire survey was conducted to comprehensively investigate students’ learning attitudes,learning methods,and learning outcomes,in order to obtain relevant information.The problems in literacy teaching at the lower stage of primary school were identified: the problems at the cognitive level were specifically manifested as: teachers lack in-depth study of the unified textbook,and teachers lack knowledge of Chinese characters.The practical problems are as follows: shallow interpretation of textbooks,deviation in the positioning of teaching content;The evaluation method is single,and students’ classroom participation is not high;Students have a heavy learning burden and a negative attitude towards literacy.On the basis of sorting out and presenting the problems in elementary school literacy teaching,this paper analyzes the causes of the problems,and proposes corresponding improvement strategies from both the cognitive and practical aspects of literacy teaching.The improvement strategies at the cognitive level include: improving teachers’ professional theoretical literacy and providing more opportunities for learning and training;Fully utilize modern equipment and approaches to achieve information resource sharing.The improvement strategies at the practical level include: studying textbooks,controlling teaching content,and determining literacy teaching objectives;Paying attention to students and multi literacy;Follow the principle of timely and appropriate use of multimedia resources effectively;Enrich teacher evaluation language and stimulate students’ enthusiasm;Optimize homework design to reduce the burden on students.