Abstract—The teaching of Pinyin is the basis of Chinese teaching in primary schools. The level of Chinese spelling ability will have a direct impact on students’ future learning and cognition of things. How can we better improve the classroom quality of primary school Chinese and the learning efficiency of students? This is a question that needs to be considered. In the teaching process, blended learning can fully leverage students’ subjectivity and teachers’ leadership, thereby improving students’ overall level. Through conducting educational quasi experiments, selecting the same teaching content for teaching design, selecting research subjects, and setting up experimental and control groups in the experiment, the experimental group adopts a mixed teaching mode, while the control group continues to use traditional teaching mode. Finally, test questions are used for summary evaluation and interviews with parents. The implementation effect is summarized through data analysis. The experimental results show that compared with traditional single classroom teaching, The blended learning classroom is lively and interesting, effectively solving problems such as students’ difficulty in reading tones and overall recognition of syllables. From this, it can be seen that the blended learning mode is one of the effective ways to improve primary school Chinese spelling ability. During the learning process, tasks are assigned online before class, materials are collected, and various teaching methods are used to analyze and expand after class. Students use blended learning mode to preview online, expanding knowledge in offline classrooms, this learning model also provides ideas for teaching other teaching content.  
 

Keywords—blended learning, primary school Chinese, Chinese Pinyin

Cite: Jing Quan, "Research on Strategies for Improving Primary School Chinese Pinyin Ability Based on Blended Learning," International Journal of Learning and Teaching, Vol. 10, No. 1, pp. 171-177, 2024.

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