Research On The Application Of Situational Teaching Method In The Teaching Of Literacy In The Lower Stage Of Primary School

The importance of literacy teaching in primary school language teaching is selfevident.Good literacy habits and solid knowledge of Chinese characters are the foundation for students’ future learning.The application of situational pedagogy to the teaching of low-level literacy can greatly stimulate students’ interest in learning Chinese characters.In the classroom,teachers create vivid and interesting situations based on students’ knowledge and experience,combined with literacy content,so that students can read,understand and use Chinese characters in the context.In the right learning context,students are more likely to have a strong interest in learning,and the effectiveness of literacy teaching is enhanced.The application of situational teaching method in literacy teaching has provided teaching convenience for front-line lower grade Chinese teachers who are widely troubled by literacy teaching,but there are still many problems that need to be refined and solved in the practical application of situational teaching in the lower primary literacy teaching classroom.Firstly,this study adopts the literature method to read,collect,analyze and organize relevant literature,so as to provide a theoretical basis for this study.On this basis,the application basis of situational pedagogy in the teaching of literacy in lower primary schools is analyzed.Secondly,in the research and investigation part,the classroom observation method is adopted,and the classroom observation table is formulated according to the research requirements,and classroom observation is carried out from the dimensions of classroom literacy methods,literacy teaching steps,students’ classroom response and teaching evaluation.Third,some Grade1 and 2 language teachers in Primary S were interviewed open-ended to further explore the issues related to the use of situational pedagogy in literacy teaching.Practical understanding of the problems in the teaching of contextual literacy in early grades,such as insufficient theoretical cognition,single contextual curriculum resources,monotonous contextual creation and neglect of evaluation in contextual literacy.Finally,based on the above analysis,this paper puts forward the application strategy of situational teaching method in the teaching of low-level Chinese literacy in primary schools from four aspects:theoretical cognition,resource development,teaching practice and classroom evaluation,in order to help front-line primary school Chinese teachers better use situational teaching method in literacy classrooms,improve classroom teaching effectiveness,and improve literacy teaching efficiency.