Literacy is the premise of reading and writing, and it is also the basis of learning other subjects. It plays a vital role in the growth of primary school students, and it is also a skill that primary school students must master. Especially for lower grade pupils, we must actively cooperate with primary school Chinese teachers to complete literacy teaching, improve their literacy and pave the way for their further study of Chinese knowledge. With the in-depth development of the new curriculum reform, Chinese teachers in primary schools must also pay more attention to the literacy teaching of primary school students, give full play to their main role, tap their literacy potential, stimulate their interest in literacy and improve the effectiveness of literacy teaching. At the same time, teachers should be good at using various literacy teaching strategies to help primary school students establish correct literacy awareness, promote their subjective initiative, cultivate their literacy ability and promote their all-round development. Next, combined with the practical experience of Chinese teaching in primary schools, the author mainly analyzes the literacy situation, literacy category, literacy content, literacy ability and literacy methods in order to find effective strategies to improve literacy teaching for primary school students in lower grades.

First, create literacy situations to stimulate literacy interest.

Pupils are lively and curious. Therefore, when teaching literacy, Chinese teachers in primary schools must grasp the personality characteristics and cognitive rules of primary school students, choose teaching programs and teaching contents that meet the actual level of primary school students, create interesting and knowledgeable classroom literacy situations, and stimulate primary school students' interest in literacy. As the saying goes, "Interest is the best teacher." Only when primary school students are interested in literacy can they better participate in Chinese classes. I will use a variety of teaching methods in my teaching, such as solve riddles on the lanterns, telling stories and playing games. Create inspiring classroom situations to make education entertaining and flexible. For example, in order to enliven the classroom atmosphere and enhance the memory of primary school students, I will teach Chinese characters by guessing riddles: children, please guess a riddle first, "Two people are on the soil", and the Chinese characters we are going to learn today are the answers to this riddle. At this time, pupils will actively discuss and want to guess the answer first. Finally, the Chinese teacher revealed that the answer was "sit". For another example, when talking about Chinese characters such as "sun", "moon" and "water", teachers can draw the sun, moon and water on the blackboard with stick figures, which is more beneficial for primary school students to master Chinese characters.

Second, broaden the scope of literacy and cultivate literacy awareness.

With the popularity of the Internet, it has brought great help to the literacy of primary school students. Chinese teachers in primary schools can download literacy teaching resources online to bring more efficient literacy teaching to primary school students. The use of network-assisted teaching has also changed the disadvantage that primary school students can only learn Chinese characters from Chinese textbooks, and broadened the literacy category of primary school students. Nowadays, many pupils like to play computer games. So I communicated with my parents in time and suggested that primary school students play literacy computer games with the help of their parents. On the one hand, it satisfies primary school students' desire for games, on the other hand, it also exercises their literacy awareness. At the same time, there are many excellent cases of literacy teaching on the Internet. Chinese teachers in primary schools can design personalized teaching programs according to their actual teaching level and the situation of primary school students, so as to make primary school students interested in literacy. For example, when talking about the words "dog, cat, wolf, monkey, pig", Chinese teachers can play pictures of these animals for primary school students on the multimedia big screen, and match the sounds of these animals to make junior primary school students more active. In fact, there are many ways to cultivate primary school students' literacy awareness, which requires primary school Chinese teachers to constantly try and explore in actual literacy teaching.

Third, learn from traditional culture and enrich literacy content.

Under the background of the new curriculum reform, Chinese teaching in primary schools has gained a broad space for development, especially the emphasis on literacy teaching. However, in the actual literacy teaching, many primary school Chinese teachers unilaterally understand the new curriculum reform, overemphasize new ideas and new viewpoints, and neglect the inheritance of the excellent tradition of traditional literacy teaching, which has a certain impact on literacy teaching. Therefore, I will actively learn from traditional culture in my daily teaching, and enrich the literacy content of junior primary school students by using the humanity and artistry of traditional culture, so that primary school students can master more life philosophy in the process of literacy, thus improving their comprehensive strength. For example, Hundred Family Names, Three-character Classics and Thousand-character Textbooks are the most popular excellent textbooks for literacy teaching in ancient China, and they also play an important role in today's Chinese teaching. These contents are catchy, which is very in line with the reading interest of primary school students. For example, "Hundred Family Names" adopts the form of rhyming four words and one sentence, and its tone is harmonious. I'm going to read "Hundred Family Names" for elementary school students in the morning reading time. After a semester of trying, I received good teaching results. Another example is the San Zi Jing. Pupils like this arrangement of three words and one sentence very much. They not only learned more Chinese characters, but also learned a lot about being human in reading aloud.

Fourth, use life experience to improve literacy.

The goal of literacy teaching is not only to increase the literacy of primary school students, but more importantly, to improve their literacy ability and let them develop good literacy habits. As we all know, Chinese characters are closely related to daily life. Chinese teachers in primary schools should choose teaching content close to the real life of primary school students, return to real life, encourage primary school students to learn to observe the Chinese characters around them, and improve their literacy through collection. When the literacy of primary school students is greatly improved, they will also taste the joy of success. For example, I will let primary school students pay attention to the names of items in the supermarket, Chinese characters on bus stop signs, recipes on restaurant menus, newspapers and magazines, food packaging bags and so on. , thus stimulating the literacy fun of primary school students. Then, I will let primary school students communicate and show, so as to achieve the goal of common improvement. In addition, I will also advocate parents to participate in the literacy teaching of primary school students, and put labels on various items at home, and write the names of these items on the labels, such as sofas, computers, fish tanks and so on. Let primary school students improve their literacy by listening and listening. In fact, Chinese characters are everywhere in life. As long as primary school students have a pair of discovering eyes, they can find more Chinese characters and improve their desire to read.

Fifth, classify literacy methods and optimize literacy effects.

In literacy teaching, Chinese teachers in primary schools should master the classified teaching methods and put Chinese characters with the same radicals or meanings together for teaching, which is beneficial to the comparison of primary school students and optimizes the literacy effect. For example, when we say the words "grasp, touch, pick up and drop", these Chinese characters all have hands, which means they are all related to hands. Chinese teachers can show students various movements to better understand Chinese characters. For another example, Chinese teachers can guide junior high school students to explore independently when they talk about similar characters such as "love, sunshine, clarity and please". Soon, students will find that they all have the same "green". Then, teachers should let primary school students know that the word "emotion" is a Chinese character related to emotion, indicating emotional and other psychological States; The word "sunny" is next to the Japanese character, which is a Chinese character related to the sun, indicating that there are no clouds or few clouds in the sky; The word "Qing" is a three-part water, which is a Chinese character related to water, indicating that water is pure and transparent without impurities; The word "please" is next to the word, which is a Chinese character related to speech. Through this classified teaching method, primary school students in lower grades have mastered more literacy skills and achieved the effect of drawing inferences from others, thus greatly improving the effectiveness of literacy teaching in lower grades of primary schools.