A Study on the Effectiveness of Chinese Character Etymology Teaching of Lower Grade Students in the Primary School of the Yi Ethnic Group

Abstract

Chinese character etymology Teaching is traced through their original patterns and evolutionary process. It has unique teaching value as a literacy method to improve the quality of students' Chinese character learning, stimulate their interest in education, enhance their thinking development, and pass on the development of their own culture. When teaching Chinese characters, there is a slow pace of teaching, low and weak literacy, and irregular writing students of Lower Grade Students in the Primary Schools of the Yi ethnic group. It is not conducive to improving the overall quality of students in the Yi ethnic group and the highquality development of education in the Yi ethnic group, so it is urgent to study how to improve the quality of Chinese character learning for elementary school students in the Yi ethnic group. This study was conducted in the first grade of Yi elementary school. The study shows that Chinese character etymology Teaching can effectively improve students' literacy and writing skills, as well as promote the development of students' memory comprehension and observation skills, achieve the experimental purpose of effectively improving the quality of Chinese character learning for students in the lower grades of Yi elementary school, and provide a reference for exploring effective solutions and mechanisms for strengthening Chinese language teaching in Yi ethnic group and even other ethnic groups.