How to implement core competencies in primary school Chinese teaching

The "Full-time Compulsory Education Curriculum Standards" states: "Chinese courses should be committed to the formation and development of students' Chinese literacy. Chinese literacy is the basis for students to learn other courses well, and is also the basis for students' comprehensive development and lifelong development "Chinese courses in the nine-year compulsory education must be open to all students so that students can acquire basic Chinese literacy." So what is "Chinese literacy"? According to Wen Rumin, a professor at Peking University, “Chinese literacy” refers to “primary and middle school students having relatively stable, basic listening, speaking, reading and writing abilities that adapt to the requirements of the development of the times, as well as literary, article and other academic accomplishments and expressions in Chinese. Personality cultivation such as writing style and taste." ("Where does students' Chinese literacy come from") Cui Luan, president of the National Xiaoyu Association, also believes that "Chinese literacy" is a comprehensive literacy with Chinese ability as the core, and its elements include Chinese language. Knowledge, language accumulation, Chinese ability, Chinese learning methods and habits, as well as thinking ability, humanistic qualities, etc. After the "core" is added to the Chinese subject literacy, in addition to the knowledge and abilities in the five aspects of listening, speaking, reading, writing and thinking, literary aesthetics, cultural value, ideological value, etc. must also be included. (Zhao Fulou "Talk about the Core Competencies of Chinese") Therefore, Chinese courses should not only cultivate students' basic Chinese abilities, but also pay attention to the influence of excellent culture on students, so that students' emotions, attitudes, values, as well as moral cultivation and aesthetics Interest is improved, and good personality and sound personality are cultivated. So, as a primary school Chinese teacher at the grassroots level, how should we cultivate the core Chinese literacy of primary school students? I will talk about my practice process from the following three aspects:

1. Stimulate interest in learning and subtly affect students’ academic cultivation and personality cultivation.

Einstein said, "Interest is the best teacher." Yu Yi also said: "If teachers have the ability to stimulate students' interest and curiosity in learning Chinese, most of the teaching will be successful, and students will be more successful." Learning Chinese has a good starting point, so you don’t think it’s hard and you get fun from it.” It can be seen that only by stimulating students’ interest in Chinese teaching activities can they accept knowledge naturally and happily, and can their moral cultivation and aesthetic taste be improved. promote.

1. Carefully design preview assignments and collect classic poems related to the text content. Students are always full of curiosity and thirst for knowledge about unknown knowledge. Therefore, they are more interested in such assignments than simple mechanical copying. For example, when studying Lesson 2 and Lesson 29 "Two Ancient Poems" in the second period of the third grade, students are asked to collect poems describing spring and the moon; when studying Lesson 1 "Observing the Tide" in the first period of the fourth grade, students are asked to collect poems describing scenery. Classic prose; when studying "The Soul of Plum Blossoms", the sixth lesson in the first period of fifth grade, let students collect poems and essays that describe plum blossoms and express homesickness. On the basis of students' full preparation, students are asked to read and display during class. Such assignments can not only cultivate students' ability to collect and select information, but also greatly expand students' cultural horizons, increase students' accumulation of excellent ancient Chinese culture, and improve students' academic accomplishment and humanistic accomplishment.

2. Create and reproduce the text situation according to the text content and stylistic characteristics. For example, when teaching the text "Building Stones" in the last issue of fourth grade, I used the method of letting students participate in classroom performance experience. I put a few pieces of white paper on the podium as building blocks and told the children about the areas outside the white paper. It's the stream, and I asked three or five children to follow me and walk on the rocks. When the students saw that they could perform on stage with the teacher, their emotions were high and they enthusiastically fought for it. During the process of recreating the situation, we divided it into two groups. One group of students cooperated with me tacitly, raising and lowering their feet, and their movements were coordinated, so that the students could intuitively feel the beauty of coordination and rhythm of the movements. When another group of students was performing, I deliberately disrupted my steps several times, causing the children behind me to lose their pace and fall into the stream one after another. Through such comparative experiments, students can easily feel the tacit understanding and harmony among the villagers, appreciate the orderliness and uniformity of movements when building stones, and feel the beauty of the villagers' souls and the simplicity of their folk customs. This kind of learning is lively and lively, which naturally mobilizes students' enthusiasm and initiative in learning, and subtly cultivates students' humanistic accomplishments and feelings.

Among modern poets, "Farewell to Cambridge" by Xu Zhimo, "Nostalgia" by Yu Guangzhong, and "Rain Alley" by Dai Wangshu are also favorites of many children.

Classroom reading and extracurricular classic poetry accumulation teaching activities not only increase students’ accumulation and spiritual accumulation of traditional classic culture, but also cultivate students’ love for traditional Chinese culture. In "Moisturizing Things Silently", we help children solve problems such as few accumulation of excellent words and sentences, poor writing and expression skills, etc., and truly cultivate children's good academic cultivation and personality cultivation.

3. Use various means, including Internet resources, to mobilize students’ enthusiasm for homework and cultivate students’ Chinese literacy.

Mr. Ye Shengtao once said, "Practice composition for the needs of a lifetime of study, work, and life. It is not to cope with exams or to become a professional writer." "Chinese Curriculum Standards" uses a brand-new educational concept to provide accurate teaching for primary school students and paves the way for the reform of composition teaching. Writing is not only a basic ability required by curriculum standards, but also an important carrier of the academic accomplishment and personality cultivation contained in Chinese literacy. On the basis of extensive reading and accumulation, students already have a good literary foundation. So, how to enable children to develop their rich literature and knowledge into excellent exercises?

1. Write and exchange reading notes to improve writing skills. Based on the actual situation of children's extracurricular reading, each child is required to complete at least one high-quality reading note after reading a book. After self-revision and mutual revision, the reading note exchange activity will be held in the class. Because many students obtain books through borrowing and reading, a book often has several readers at the same time, and different readers write different reading notes. Such exchange activities are very important in helping children improve their Writing skills help tremendously. Over the past few years, the children have completed hundreds of thousands of words of reading notes.

2. Use media resources to stimulate creative enthusiasm. For each homework assignment, select some students' essays for review and refinement, polish the children's essays carefully, and then encourage them to submit articles to the school radio station, school newspaper or even other media, participate in various essay competitions, or upload them to their own space. . I also uploaded these good works to the parent QQ group and the Internet (the blog yshtxy I applied for on Sina.com and the Primary and Secondary Education Resources Online) for communication and display. Children attach great importance to such opportunities. They often regard such opportunities as an honor and are close to teachers. Such measures will make children more interested in writing and willing to take the initiative to write better works. In this way, students' writing desire is fully stimulated and creation becomes a spontaneous act.

After several years of persistence and efforts focused on cultivating core Chinese literacy, the children in the classes they teach have not only made significant progress in their academic performance and Chinese ability, but also significantly exceeded those of the same age in extracurricular reading and accumulation. Children, some students can already write chapters and poems; their writing ideas are clear, their writing is fluent, and they can quote from other sources. Chinese core literacy education practice activities have laid a solid foundation for children in terms of literary accumulation, article cultivation, writing style, and taste.