1. Create a harmonious and equal literacy learning atmosphere. Primary school students are highly curious and interested in new things, and are interest-driven learners [1].

The survey found that many primary school Chinese teachers still focus on the "quantity" of primary school students' literacy when carrying out literacy teaching activities, and blindly let primary school students know more words.

With the continuous reform of new curriculum standards, it is difficult for the traditional single teaching method to meet the teaching needs of contemporary students. Teachers must change traditional teaching concepts, adopt diversified teaching methods, teach from the inner side of primary school students, and create a better environment for students.

A harmonious and equal literacy learning atmosphere.

Only by building a harmonious Chinese literacy classroom can primary school students be encouraged to integrate emotions into learning to a greater extent, apply memory thinking to literacy, and become active literacy learners.

For example, take "Traditional Festivals" in the Chinese literacy section of primary schools compiled by the Ministry of Education as an example. This text requires primary school students to recognize 15 new words such as "tradition" and "tradition", and to write 9 new words including "tie" and "street". The focus of teaching should be

Focus on guiding primary school students to understand traditional Chinese culture, stimulating students' patriotism, and conducting literacy teaching based on students' interests.

First of all, teachers can use multimedia to import holiday pictures, such as Spring Festival, Mid-Autumn Festival and other festivals, and use conversation to stimulate students' interest and activate the atmosphere of classroom teaching.

For example, teachers can ask: "Students, what do you see in the picture? What festivals in our country do they represent? What other traditional festivals are there in China?" Teachers can guide primary school students to discuss freely in groups, and finally the groups will report freely.

results of the discussion.

On this basis, teachers can go deep into the hearts of primary school students, carry out literacy teaching activities by reading children's songs and reading along with the text, allowing primary school students to read children's songs freely with the help of pinyin, and ask students to read children's songs with the help of pinyin as kindly as possible.

The pronunciation is correct and difficult words can be read several times.

In order to strengthen the interaction between teachers and students, teachers can also use multimedia to present courseware and disrupt the order of words, such as "chuántong (tǒnɡ)?, post (tiē) window grilles", etc., to guide in a relaxed way

Students consolidate literacy and improve primary school students' memory and thinking about literacy.

At the same time, in order to help teachers build a harmonious and equal literacy teaching atmosphere to a greater extent, teachers can organize primary school students to hold literacy competitions and let students read pictures and learn words. For example, what is the meaning of "street and alley"?

The teacher organizes primary school students to answer in a rush-answer manner. Through their own observation, they must understand the structure of new words and discover the writing rules of new words.

For students with good performance, teachers should give encouragement and praise to build the confidence of primary school students in literacy; for students with average performance, teachers should encourage students to continue working hard and encourage primary school students to stimulate their interest and enthusiasm for literacy.

2. Create a literacy situation for students to stimulate fun and learning. Since second grade primary school students are easily affected by emotional factors in the learning process, there may also be a phenomenon of not learning because they don’t want to learn.

Therefore, in primary school Chinese literacy teaching, teachers must comply with the psychology of second-grade primary school students and skillfully create vivid and interesting teaching situations for students to ensure that students' interest in literacy can be stimulated to a greater extent [2].

Combining many years of teaching experience, this article believes that in primary school Chinese literacy teaching, teachers should carefully create teaching situations and teaching atmospheres for primary school students based on specific literacy teaching content, stimulate students' interest in literacy, guide students to take the initiative to learn literacy, and then ensure that primary school students only learn to read.

Able to experience new characters and words through one’s own perception, and apply the learned characters and words to real life in a reasonable manner.

For example, take the literacy teaching of "Chinese Food" as an example.

In classroom teaching, teachers can adopt the game-based teaching method of "driving train literacy" to create literacy situations for students, stimulate students' interest in literacy, and learn new words and characters in a happy atmosphere [3].

For example, the teacher can use multimedia to show the names of several foods: "Cold spinach, pan-fried tofu, braised eggplant, roast duck, boiled fish, fried lamb with green onions, chicken stewed with mushrooms? Steamed dumplings, fried noodles, millet porridge, egg fried rice

".

Teachers use multimedia to play the music of a moving train to students and guide them to remember the sound of a moving train.

Then, the teacher organized the primary school students to read the words in order, and the other students made the sound of the train together.

If a student cannot pronounce a word or pronounces it incorrectly, the "train" of the whole class will be stopped, and the students will be given the opportunity to answer questions freely to act as "maintenance staff" to correct the pronunciation before continuing the "train".

This teaching method can stimulate students' interest in literacy to a great extent, fully mobilize the atmosphere of classroom teaching, and greatly improve the efficiency of Chinese literacy teaching in primary schools.

3. Literacy teaching in daily life In primary school Chinese literacy teaching, teachers should combine primary school students’ life experience with literacy teaching to improve primary school students’ ability to use literacy [4].

Therefore, teachers should consciously guide students to learn new words in daily life and master the correct methods of literacy.

For example, teachers can use the names of some cartoons and the slogans of common billboards to guide students to learn words independently. They can learn words by consulting dictionaries, and memorize new words and words through their own perception and experience [5].

In addition, teachers can organize primary school students to learn literacy by recognizing the names of students in the class, remembering the names of classmates, carefully observing the structure of classmates' names, discovering the writing rules of new words, and improving literacy memory and writing skills.