How to Cultivate Students' Core Chinese Literacy

Curriculum Standard for Full-time Compulsory Education points out: "Chinese curriculum should be devoted to the formation and development of students' Chinese literacy. Chinese literacy is the basis for students to learn other courses well, and it is also the basis for students' all-round development and lifelong development. " "The Chinese course in the nine-year compulsory education stage must be geared to all students, so that students can acquire basic Chinese literacy." The word "Chinese literacy" has appeared more than ten times in the new curriculum standard, which is the core concept that attracts people's attention. Then what is "Chinese literacy"? According to Professor Peking University and Wen Rumin, director of Peking University Institute of Chinese Education, "Chinese literacy" means that "primary and secondary school students have relatively stable and basic listening, speaking, reading and writing abilities to meet the requirements of the times, as well as knowledge literacy such as literature and articles and personality literacy such as style and interest in Chinese." Cui Luan, president of the National Association of Minority Languages, also believes that "Chinese literacy" is a comprehensive literacy centered on Chinese proficiency, and its elements include Chinese knowledge, language accumulation, Chinese proficiency, Chinese learning methods and habits, as well as thinking ability and humanistic literacy. After adding "core" to the accomplishment of Chinese subject, besides the knowledge and ability of listening, speaking, reading and writing, it should also include literary aesthetics, cultural value and ideological value. (On the Core Literacy of Chinese by Zhao Fulou) Therefore, Chinese courses should not only cultivate students' basic Chinese ability, but also pay attention to the influence of excellent culture on students, so as to improve students' emotions, attitudes, values, moral cultivation and aesthetic taste, and cultivate good personality and sound personality. Then, as a primary school Chinese teacher, how to cultivate primary school students' Chinese core literacy? I will talk about my practice process from the following three aspects:

First, stimulate interest in learning, and subtly influence the cultivation of students' knowledge and personality.

Einstein said, "Interest is the best teacher." Teacher Yu Yi once said: "If teachers have the ability to stimulate students' interest and curiosity in learning Chinese, teaching will be more than half successful, and students will have a good starting point in learning Chinese, so they will not feel bitter and get pleasure from it. "It can be seen that only by stimulating students' interest in Chinese teaching activities can they accept knowledge naturally and happily, and their moral cultivation and aesthetic taste can be improved.

1. Carefully arrange the preview homework so that students can collect classic poems related to the text before class. Students are always curious and curious about unknown knowledge, so they are more interested in such homework than simple mechanical copying. For example, in the second lesson and the twenty-ninth lesson of the second phase of the third grade, "Two Ancient Poems", let students collect poems describing spring and the moon; I asked my students to collect poems describing friendship when I was talking about "Watching the Tide" in the last class 1 in Grade Four. When learning the sixth lesson "Plum Blossom Soul" in the last semester of Grade Five, let students collect poems describing plum blossoms and expressing homesickness. On the basis of students' full preparation, choose students to read and show in class. This kind of homework can not only cultivate students' ability to collect and select materials, but also greatly expand students' cultural horizons, increase students' accumulation of excellent ancient culture in China, and improve students' knowledge level and humanistic quality.

2, according to the text content and stylistic characteristics, create and reproduce the text situation. For example, when I talked about the text "Gaishi" in the last period of grade four, I adopted the method of letting students participate in the classroom performance experience. In class, I put a few pieces of white paper on the podium as a stone, telling the children that the area outside the white paper is a stream, so that three or five children can follow me to build a stone. At first glance, students can perform on stage with their teachers, and they are in high spirits and eager to try. In the process of situation reproduction, they are divided into two groups. A group of students cooperate with me tacitly, lift their feet, settle down and act harmoniously, so that students can intuitively feel the beauty of coordination and rhythm. When another group of students performed, I deliberately disturbed my steps several times, causing the children behind me to fall into the stream. Through this comparative experiment, students can easily feel the tacit understanding and harmony among villagers, the order and uniformity of actions when they have been to build stones, and the beautiful and simple folk customs in the hearts of villagers. This kind of study is lively, naturally arouses students' enthusiasm and initiative, and subtly cultivates students' humanistic cultivation and feelings.

Second, pay attention to the classroom reading teaching based on reading aloud and the accumulation of classic poems after class, so as to cultivate students' Chinese literacy.

Mobilizing students' enthusiasm only means that students are willing to study, which is far from enough. Teachers should adopt various effective methods to help students better enter the text, carry out extensive reading and accumulation, and finally achieve the goal of cultivating students' core literacy in Chinese.

1, based on the text, cultivate students' good sense of language through various forms of repeated reading, and finally achieve the goal of cultivating students' Chinese literacy. The articles selected in Chinese textbooks are all accumulated from generation to generation. After careful screening by experts, they are all excellent works in terms of wording and sentence making. Therefore, in Chinese teaching activities, in addition to the items or fragments required to be recited in textbooks, I will also ask students to read more and even recite some wonderful fragments from other texts. This can not only increase students' language accumulation, but also enhance students' direct perception of language. For example, when teaching the second volume of the fourth grade text "Touch Spring", because of the profound content of this text, primary school students have no real life experience and it is not easy to understand the content of the text. Many sentences in the text are very long and difficult to read through, so I ask students to read them repeatedly, and even let them recite the clips of blind women quietly catching butterflies and butterflies flying with their hands on the basis of familiarity. Through repeated reading, students have gradually entered the quiet inner world, and have a deeper understanding and understanding of quiet, delicate and rich feelings. This not only cultivates students' reading ability and sense of language, but also deepens students' knowledge and understanding of the characters in the text and improves students' Chinese literacy.

2. Read famous books and write reading notes. The key to a person's Chinese accomplishment lies in his own active accumulation of Chinese. "Self-satisfied with poetry in the belly", when the language accumulates to a certain extent, it will form a rich cultural heritage in people. "Curriculum Standard" points out: "We should pay attention to cultivating students' extensive reading interest, expanding reading scope, increasing reading volume and improving reading taste. Advocate doing fewer questions, reading more, reading good books, reading good books and reading whole books. Mr. Zhou pointed out in the article "If I were a Chinese teacher": "If I were a Chinese teacher, I only asked students to do two things. One is to let students read a lot and form the habit of reading every day. The other is to let students form the habit of keeping a diary every day. "Ancient educators attached great importance to reciting, requiring students to read more and recite more in the most vigorous period of memory, and memorize and recite. All the literary masters of the past dynasties are well versed in this and have a good foundation for reciting. However, some survey data show that the reading amount of primary and secondary school students in China is very low at present, and it is roughly estimated that the average reading amount should be below 20% of the national standard. In order to help children supplement the accumulation of literary classics, in teaching practice, I ask students to read the classics for more than 30 minutes every day, take notes, extract appropriate wonderful fragments, beautiful sentences and words, and write short appreciation words. Every day before Chinese class, a classmate will be invited to share his reading notes with you. In recent years, the extracurricular reading of children in the class has greatly increased, such as China's classic Four Great Classical Novels's Pride and Prejudice, Red and Black, How Steel was Tempered, If You Give Me Three Days of Light, Shen's animal novel Charlotte's Web, Anne of Green Gables, Two Wan Li under the Sea and The Old Man and the Sea (in order to increase children's reading, ) and other dozens of Chinese and foreign masterpieces have become the hungry reading objects of children.

3. Recite classic poems and famous sentences. China is a country of poetry, and China culture is the culture of poetry. Confucius said, "If you don't read poetry, you have nothing to say." Poetry teaching can make people gentle and honest. Therefore, I ask my children to recite a poem (whether ancient or modern) freely every day. Before class, have a child recite it on the stage and the whole class read it together (using the display frequency). In recent years, the accumulation of children's classic poems is quite amazing, covering poems, songs, essays and other forms. There are both ancient classics and modern and contemporary masterpieces. Important appellations in The Book of Songs, such as Guan Gui, Xiang Mu, Guo Mu, Papaya, Shuo Mu, Jia Jian, Yao Tao, Zi Gan, He Guang and Wei Wei, are mostly used by students. Some students can also recite long masterpieces, such as Mulan Poetry, Into the Wine, Song of Eternal Sorrow, Bai Xuege's Farewell to Tian Shuji's Home, Song of Autumn Wind Breaking the Cottage, etc. Ancient classic prose, such as Zi Jian, Debate, Three Wolves, Yu Gong Yi Shan, Listening to the Clever Teacher Playing the Piano, Humble Room Inscription, Liezi, Sun Tzu's Art of War, Ailian's Theory, and the Book of Advice. , has also appeared in the works of students such as Deng,, and Liang. Xu Rongting and other students recited dozens of Song Ci poems, such as Nian Nu Jiao, Jade Butterfly, Yulinling, Poems of Zhang Fu Huayang, Red River Stay in Beijing, Slow Voice of Qing People, Que Qiao Xian, and Shuidiao Song Tou. Liao's recitation is mainly a chapter on "Enlarging the Sages". He Junyi finished reciting a Book of Poems of Mao Zedong in two months. Among modern poets, Xu Zhimo's Farewell to Cambridge, Yu Guangzhong's Homesickness and Dai Wangshu's Rain Lane are also favorite names of many children.

Classroom reading and extracurricular accumulation teaching activities of classical poetry not only increase students' accumulation of traditional classic culture and spiritual accumulation, but also cultivate students' love for China traditional culture. In the process of "moistening things quietly", help children solve the problems of less accumulation of excellent vocabulary phrases and poor writing and language expression skills, and truly cultivate children's good knowledge literacy and personality cultivation.