How to improve students’ core Chinese literacy and strengthen their language skills

Chinese literacy is a comprehensive literacy with Chinese ability as the core. A person's Chinese literacy at least includes his Chinese ability, language accumulation, Chinese knowledge, learning methods and habits, cognitive ability, humanistic qualities, etc. The nature and status of the new curriculum clearly states that Chinese courses should be dedicated 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' comprehensive development and lifelong development. "Chinese is the most important communication tool and an important part of human culture." It not only requires us to do a good job in students' basic Chinese skills in Chinese teaching - think more, read more, write more, but also cultivate cultural thoughts. and the cultivation of moral sentiments. Therefore, how to comprehensively improve students' Chinese quality through Chinese classroom teaching is an issue that Chinese educators must think about and research in depth.

In order to achieve the goal of cultivating Chinese literacy, we must pay attention to and strengthen the construction and optimization of the Chinese teaching environment, so that students’ Chinese literacy can be improved under the simultaneous action of various environments and multiple forces. Real improvement. Chinese language learning cannot be limited to textbooks. The Chinese learning materials for major Chinese teaching should be extensive, diverse, and large. The existing teaching materials are only part of these learning materials. Chinese language learning cannot be limited to the classroom. Knowledge comes from life, society, and nature. If it is limited to classroom learning, it is just a frog in the well and its knowledge is limited. The learning of Chinese language teaching is not only learning in the classroom, but also should be integrated with the larger environment of school, society, family and nature. For example, when teaching an article about describing scenes, the content of the article can be flexibly expanded: you can use pictures to arouse students' interest in tourism and pay attention to tourism advertising slogans; you can speak freely and talk about which tourist attractions you and your parents have visited; you can also use The form of getting close to nature allows students to go into nature, have a dialogue with nature, say what they want to say to nature freely, and exchange some collected advertising slogans with the characteristics of scenic spots. In this way, students will naturally be closely connected with family, society, and nature in their Chinese learning.

“Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese courses.” This is the latest understanding of the nature of Chinese courses. The instrumental and humanistic issues in Chinese teaching are hot issues that teachers have generally paid attention to since the new curriculum reform. Needless to say, in the past, Chinese teaching paid more attention to the tools that embody the Chinese language and the training of words and sentences. Relatively speaking, the humanistic characteristics of the Chinese language itself were ignored intentionally or unintentionally.

Since the implementation of curriculum reform, this tendency has changed greatly. However, looking at the current reality of Chinese teaching, there is a trend towards the other extreme: some teachers despise the training of basic Chinese knowledge and basic skills in classroom teaching, and one-sidedly pursue the so-called humanistic nature, which makes Chinese classes lose the "Chinese flavor". How to combine instrumentality and humanism and unify them organically is a problem that needs to be solved in current Chinese teaching.

Many teachers believe that the new round of Chinese curriculum reform is weakening the foundation and diluting knowledge. Special attention is paid to the exploration of the humanistic spirit of Chinese in the classroom, but basic knowledge such as words and sentences is hardly mentioned. And, some teachers even think that these teachings are backward and outdated, and they do not pay attention to daily teaching. Classroom teaching is lively and the teaching forms are varied, but you can’t hear the sound of reading, and you can’t see the importance of language and characters. Trying to figure out the taste, they cannot appreciate the necessary unique analysis and insights of beautiful and wonderful passages. They have no necessary training and lack of necessary accumulation. Students stutter when reading short texts. Just imagine, if a student connects some very commonly used He can't read or write words, and when he writes a composition, he always has typos and incorrect sentences. Even if he has a strong literary perception, it is difficult to express it. For example, when some teachers are teaching "The Green of the West Lake", The focus of teaching is not to guide students to comprehend and experience the artistic conception described in the text, and to enrich language reserves and language experience through reading, but to let students discuss the beautiful scenery of the West Lake; then exchange where the West Lake is, have you been there, and how you feel after visiting; and then Let students draw pictures of the West Lake, sing songs about the West Lake, etc. A class can be said to be highly "comprehensive", but Chinese language learning is marginal. This is more prominent in large-scale open classes. For example, a class must have both independent and exploratory learning and cooperative learning; it must have both understanding and absorbing reading and critical thinking. , creative reading; it is necessary to not only guide students to dialogue with the text, but also to guide students to carry out comprehensive practical activities, etc. The learning of the above content can be arranged appropriately at the appropriate time and in the appropriate links. However, if we deliberately pursue a "new look" in the classroom, we will ignore the implementation of the Chinese language teaching tasks and affect the passage and development of students' basic Chinese literacy.

I believe that Chinese literacy is more important than literary appreciation. If the language tool is not mastered well, the ideal goal of humanism will be difficult to achieve. Humanity also guides instrumentality. If instrumentality is a timely help, then humanism is the icing on the cake. Just cultivate reading, writing, listening and speaking skills. He said that students live in a native language environment and have many opportunities to learn oral language. Therefore, Chinese textbooks and Chinese teaching should focus on helping them learn written language, literary language, enhance their sense of language, and learn some ancient Chinese. In a certain humanistic atmosphere, we can give full play to the strengths of Chinese language in persuading people with reason and moving people with emotion, and guide students to improve their reading and writing abilities. Then the humanistic spirit will be there and it will naturally improve. Mr. Ye Shengtao once said: "The root of Chinese teaching is listening, speaking, reading and writing. It is the exploration and innovation within listening, speaking, reading and writing rather than the renovation of tricks outside listening, speaking, reading and writing." For example, when studying "The Great Wall", Learned the sentence "Just look at the countless stones, one weighs two to three thousand kilograms. There were no trains, cars, or cranes at that time, so we relied on countless shoulders and countless hands to lift up this steep mountain step by step. "The mountains." The teacher said with emotion: "What a touching scene, what a moving picture, what an admirable ancient working people!" So the students couldn't help but read in unison, their voices full of pride, pride, and enthusiasm. The feeling of admiration. It felt like I was watching right next to the working people building the Great Wall with their sweat, blood and tears. The children read aloud again. Each time they read aloud, they generated their own understanding of the text and felt the author's great admiration for the ancient working people. In this aspect of teaching, we can say that the teacher is teaching reading aloud, or it can be said that the teacher is cultivating a humanistic spirit in the children. Because in repeated reading, on the one hand, the children's reading level is gradually improving - this is a manifestation of the instrumentality of language; on the other hand, under the guidance of the teacher, strong emotions are permeated in the reading: children have learned from ancient labor Through the hard work of the people, I feel the admiration for them, and then feel proud and proud of myself as the working people of China. There is no doubt that this is the influence of humanism. The two are so harmoniously and perfectly combined, nourishing the children's souls silently.

Take "Elsa the Lion" again as an example. Not only is the language beautiful, but also the naughty and cuteness of the little lion is revealed between the lines, as well as the author's careful care and deep love for it. During teaching, I first ask the students to draw Write out the sentence describing the little lion, circle the words describing the action. Then let the students read, feel and experience it repeatedly. Then name the model to read, read out your love for it, talk about your feelings when reading, and finally provide a fill-in-the-blank "This is really a ( ) little lion". Please use one word to describe it. "This is really a cute little lion", "This is really a naughty little lion"... The students' unique feelings and experiences are all By reading aloud and expressing feelings in their own language, students can understand the core of the article through listening, speaking, reading and writing.

Primary and secondary education is basic education, and Chinese is the most basic, stable, traditional and The subject of nationality should never be forgotten. It is wrong to abandon tradition, adopt foreign ideas, and eat the humanistic spirit alive. It is also wrong to advocate elite education and blindly emphasize inquiry and personalized learning. In short, no matter how lofty the ideas are, Chinese teaching cannot be divorced from national conditions, disciplines, or texts. It should be oriented to the majority of students and pay attention to practical results.

Using Chinese is a skill that requires accuracy and proficiency in order to develop Chinese proficiency. Developing language skills is a slow process. It requires repeated practice, accumulation bit by bit, and the formation of habits. When children first learn to speak, they learn to say mother, and later they can say father, grandpa, grandma, etc. As the language accumulation increases, they learn that uncle, aunt, uncle, etc. are all names for others. If you master 3,500 common words and expand your word accumulation, you can integrate them into an extremely rich language material. After digestion and absorption, it can be fully integrated and put to use. In fact, at a higher level, accumulating chapter structure and writing methods is also done step by step. As for the improvement of humanistic literacy, it also needs to go through a process of influence and subtle influence. It cannot be completed at once, let alone ultimate care.

Chinese education is a kind of humanistic education. Chinese teaches students what is good and what is human nature. The sample essays given to students should be some excellent works of civilian life, so that students can return to the standpoint of civilians. Don't always let those works about heroes and history play the leading role. Such essays often give students the illusion that only heroes are worth writing about. As ordinary and kind-hearted ordinary people, they are not worth mentioning. We must put works that care about ordinary people's lives and write about daily life into the textbooks, write some sincere and kind things, and put the pursuit of peace and the pursuit of a beautiful and happy life. We must let students pass Education allows students to understand the compatibility between their own lives and social needs. Through education, students can develop a personalized concept of life, and finally form the belief and courage of self-determination, self-choice, and self-creation. The result of education is not knowledge or morality, but a kind of self-ability. That is to say, students are allowed to use their own brains to choose their own lifestyle, their own career, and their own unique life path. Chinese education should play a unique role in this process.

The main position of Chinese teaching is the classroom, and the key to improving students' Chinese literacy is classroom teaching. Organize and promote students' independent, cooperative and inquiry learning, mobilize students' enthusiasm for learning, stimulate students' emotions, give full play to the main role of students, let students become the protagonists of the Chinese classroom, and then achieve the best results of Chinese teaching. This is our Chinese language teaching. Teacher’s pursuit.