What is core literacy and how to cultivate core literacy in Chinese?

Try to talk about Chinese core literacy and its cultivation

1. Understanding of several concepts

To talk about "Chinese core literacy", several concepts must be clarified .

What is "literacy"? Su can be understood as true nature and essence; nurturing can be understood as cultivation, education and cultivation. Elements focus on innate internal genetic genes, personality traits, and personality tendencies; cultivation focuses on acquired external education, cultural influence, and life experience. "Literacy" refers to the abilities and accomplishments that an individual acquires through acquired education and training based on the material basis of genetic genes.

What is "core literacy"? This is a brand-new concept that first appeared in the "Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Building Morality and Cultivating People" issued by the Ministry of Education. "Core Competencies" were placed in the "Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Building Morality and Cultivating People" issued by the Ministry of Education. basic status. "Core competencies" refer to the necessary qualities and key abilities that students should possess to meet the needs of lifelong development and social development. Comprehensive performance is nine major qualities, namely: "social responsibility, national identity, international understanding, humanistic heritage, scientific spirit, aesthetic taste, physical and mental health, learning to learn, and practical innovation."

What is "Chinese core literacy"? The "High School Chinese Curriculum Standards" decomposes "Chinese core literacy" into four dimensions: language ability, thinking ability, aesthetic taste and cultural accomplishment. I believe that the so-called "core literacy" must be the most basic, most important, and most essential literacy. It is a literacy with growth potential and a seed literacy. Based on this understanding, I believe that "Chinese core literacy" can be refined into language ability and humanistic accomplishment.

The key ability of Chinese language is language ability. If a person can speak eloquently, speak well, write well, and the language is vivid and contagious, we can say that this person has strong Chinese literacy. As Mr. Lu Xun said: "Laughter, anger and scolding all become articles." Thinking ability can be integrated into language ability, because language is the material shell of thinking and the carrier of thinking. If a person's language is highly organized and his language is profound and sharp, then we can say that this person's thinking is organized and profound. If someone's language is confusing, confusing, and the preface and the follower are inconsistent, we can say that this person's thinking is chaotic and unorganized. Language is the expression of thinking and the external characteristics of thinking. They are inseparable and inseparable.

Aesthetic taste and cultural accomplishment can be integrated into humanistic accomplishment. If language ability is the key ability of Chinese language, then humanistic accomplishment is the necessary character of Chinese language. Humanistic cultivation guides language ability and provides an inexhaustible source of strength for language ability.

2. What is the connotation of Chinese core literacy?

Humanistic cultivation includes three dimensions:

One is emotion, attitude, and value. To look at a person's core literacy in Chinese, we must first see whether he or she likes Chinese and whether he or she is interested in Chinese. With interest and hobbies, he or she will enjoy it endlessly. Mr. Qian Liqun once said: "Interest makes people excellent, and tasks can only make people qualified." Mr. Bing Xin said: "With love, there is everything." With love, there is motivation, there is fun, and everything is possible. With time, there is accumulation, foundation, growth, and achievements...

Values ??guide capabilities. The so-called values, in layman's terms, refer to the judgment and choice of right and wrong. The country's current promotion of socialist core values ??is a correction to the original value education that had no value judgment or was chaotic. For a while, the education sector promoted multiple values, or even no value orientation. As a result, students did not distinguish between right and wrong, good or bad. For example, when an old man falls on the road, young people dare not help him up; he thinks that those who make money are successful people, etc. These wrong value orientations are harmful to young people. Chinese language education for thousands of years has emphasized that "literature conveys the Tao", and the "Tao" here refers to values. We must not throw away the excellent traditions of our ancestors!

The second is aesthetic taste. Aesthetic taste is the special ability of aesthetic subjects to appreciate, identify and judge beauty and ugliness, including aesthetic perception, sensitivity, imagination, judgment and creativity.

“Everyone has a love for beauty.” But what is beauty is a matter of opinion.

Spoken language emphasizes short sentences, clarity, and rhythm.

Writing is a written expression, and writing must be reader-conscious. To make others enjoy reading, it must be interesting and interesting; to make others read clearly, it must focus on the theme and be popular and fluent; to make others read with taste, it must emphasize the artistry of expression, whether it is implicit, humorous, funny, or solemn. , making readers feel like "I will never get tired of reading you a thousand times."

The second is the dimension of listening, reading and absorption. Being able to understand what others are saying is a skill. You need to be able to understand what others are saying, and you also need to be able to understand what others are saying outside of their words. To be able to capture the main information of other people's words, you must be able to extract the main spirit and main outline of a report or lecture; you must also have strong retelling ability. After listening to a story or a narrative, you must be able to paraphrase and Creative retelling is a childish skill developed by young masters of Chinese language such as Mo Yan and Hu Shi.

Reading various articles is an important language skill. When reading poetry, one can understand the inner emotions and artistic conception of the poem; when reading prose, one can grasp the literary eye and pause immediately; when reading novels, one can read out the character and image of the characters in the development of the plot; when reading modern expository texts, one can Can grasp the key points, understand the principles, and operate according to the rules. Literature has three flavors, "reading the classics tastes like rice beams, reading history tastes like delicacies, and reading hundreds of schools of thought tastes like glutinous rice". We must truly understand the far-reaching meaning of "poems and books have a long-lasting taste".

3. What are the general strategies for cultivating core competencies?

1. Pay attention to reading

Everyone knows the importance of reading. How to pay attention to reading in daily teaching?

First, we must pay attention to reading in class. In-class reading first refers to textbook reading. The textbooks are carefully selected by the editors, and most of them are beautiful in both text and quality. Our teachers should guide students to read with concentration, taste carefully, and transform themselves into others.

I have a suggestion about reading textbooks: avoid reading in general terms, grasp one point and go in depth. For example, reading "Li Shizhen Stayed at the Ancient Temple at Night" will allow students to understand the beauty of environmental description; reading "The Sea in Yantai" will allow students to learn to use metaphors to describe a place's scenery; reading "The First Apricot Blossom" will allow students to Students practice using character prompts. If you persist for such a long time, students will definitely gain a lot.

Second, we must pay attention to extracurricular reading. The "Curriculum Standards" point out: "We must pay attention to cultivating students' broad reading interests, expanding their reading coverage, increasing their reading volume, and improving their reading taste. We advocate doing less questions, reading more, reading well, reading good books, and reading the whole book." Mr. Zhou Guoping pointed out in the article "If I were a Chinese teacher": "If I were a Chinese teacher, I would only ask students to do two things. One is to ask students to read a lot and develop the habit of reading every day. The other is to ask students to read a lot and develop the habit of reading every day. Students develop the habit of writing a diary every day. "A habit of reading and a habit of writing capture the essence of Chinese teaching.

The first priority in extracurricular reading is to cultivate students’ interest in reading. “Interest is the best teacher”, this is the truth! The second is to develop the habit of loving reading. Good habits are literacy. Once students develop the habit of never letting go of books, their lives will be half successful.

Third, we must pay attention to personalized reading. "Reading is a student's personalized behavior." Different students have different reading interests and tendencies. Girls like beautiful stories, boys like science fiction, children like fairy tales and myths, and teenagers like realistic detectives. We should encourage students to have different reading interests. Don’t block or stifle them. In encouragement and appreciation, we should gradually guide students to expand their reading coverage and cultivate multi-faceted reading interests. Even if students have narrow reading interests, they should be respected and encouraged.

2. Pay attention to accumulation

Reading is absorption and accumulation. But the accumulation I emphasize here refers to the accumulation of classic poems and articles, and the accumulation of recitation. Mr. Zhu Ziqing once said: I would rather memorize a collection of poems than read a hundred collections of poems in general. Because after all, the poetry collections I have read belong to others, while the poetry collections memorized become my own. Let me use an analogy: the articles you have read are like the delicacies you have seen in a restaurant, which are just a feast for the eyes, while the poems and essays you have memorized are like the delicacies you have eaten, which will become your spiritual nutrition and nourish you for life.

What kind of accumulation should be done in primary school?

The first is the accumulation of poetry. I don’t think it’s a problem to memorize two to three hundred poems at the primary school level.

It starts with five-character quatrains and gradually moves on to seven-character quatrains, rhymed poems and Song lyrics. 300 poems, an average of 50 poems per year for 6 years, 25 poems per semester, a little more than one poem per week, which does not increase the burden on students at all. When reciting poetry, you need to recite it thoroughly, understand the main idea, and finally reach the level of familiarity. Only if you are familiar with it, can you never forget it for a lifetime. Of course, excellent modern and contemporary children's poems can also be included, but you must choose excellent and recognized ones.

The second is the accumulation of Chinese classics. Students should be allowed to memorize traditional and beautiful articles that mainly consist of short sentences and rhyme, such as "Three Character Classic", "Disciple Rules", "Thousand Character Essay", "Li Weng Dui Rhyme" and "Rhyme Enlightenment". I am against rote memorization. I want students to recite with interest and on the basis of understanding. You can attract students by telling stories and legends. After students memorize them, you can arrange display sessions and venues to let students enjoy the joy of success. Middle and high school students can also memorize excerpts from The Analects of Confucius, Laozi, Daxue, Doctrine of the Mean, and Mencius, sowing the seeds of traditional culture in students from an early age.

3. Pay attention to thinking

Confucius said: "Learning without thinking is a waste, thinking without learning is peril." Brecht said: "Thought is the greatest pleasure of mankind. One. "People become great because of thinking, people become happy because of thinking, and people grow because of thinking." However, looking at the current Chinese language classes, fake questions, shallow thinking, and no thinking are everywhere. The important evaluation criteria for a good classroom are the length of effective thinking, the thickness of valuable thinking, and the strength of in-depth thinking.

How to increase effective thinking, in-depth thinking in classroom teaching, and challenge students' intelligence?

First, let students jump and pick "peaches". "Jump" means that students have to think, work hard, explore, collide, and even suffer setbacks before they can achieve it. It is necessary to prevent students from finding ready-made answers in books, and it is also necessary to prevent students from blurting out answers without thinking. For example, in Li Bai's poem "Gift to Wang Lun", if you ask "How do you see Wang Lun's deep friendship for Li Bai?" this is a shallow question. Students can answer without thinking: "The water in Peach Blossom Pond is a thousand feet deep, and it is not as deep as Wang Lun's gift to me." If you ask: "Why didn't Wang Lun send him off earlier or later, but waited until Li Bai was on the boat to leave, then he came to see him off?" This is a real question, a question worth thinking about. Students must connect the relationship between the two people and develop a rich understanding of the relationship between them. Only with imagination can you come up with the answer.

Second, do not give students the only answer. The Chinese subject is different from the mathematics subject. The answer is often not unique. If the unified standard answer is emphasized, it will limit the students' thinking and imprison the students' thinking. Chinese answers are not evaluated in terms of "right" or "wrong", but in terms of "good" and "bad". For example, use "Sun Xingzhe" as the first couplet and ask students to answer its second couplet. Students can answer "Tang Sanzang", they can answer "Hu Shizhi", or they can answer "Zu Chongzhi", all are correct answers. But in comparison, "Zu Chongzhi" is more neat and appropriate, so it is better. If you open students' minds and allow each student to give a unique answer, the sparks of students' innovative thinking will shine brightly.

3. Pay attention to expression

Three-minute speeches before class, small story meetings, allowing students to express their opinions loudly in groups and classes, and selecting class speaker stars, etc. are all Effective measures to develop students' oral expression skills.

Written expression skills should attract the attention of Chinese teachers. There are many ways and methods to cultivate students' written expression ability, but the most effective and feasible method for front-line teachers is to combine reading and writing. For example, studying "Li Shizhen Stayed at the Ancient Temple at Night" allows students to practice describing the environment by imitating the text. Studying "Spring Couplets" allows students to practice the Chinese language of the couplets and practice the words and sentences. Studying "The Apprenticeship of Maupassant" allows students to observe the clothes, expressions and gaits of the three characters passing by on the road, and practice describing the details. Practice one lesson at a time, choose the right combination of reading and writing, learn one lesson and practice one lesson, and you will be able to enter the hall of written expression step by step and learn the true meaning of expression.

4. Suggestions for improving classroom teaching and improving core Chinese literacy

1. Start at a higher starting point. The starting point is the starting point of teaching and learning.

Students are not a blank slate, they already have a certain cognitive foundation and life experience. Especially in the current network society, students have diversified ways to obtain information and knowledge, and they may not necessarily know less than teachers. If teachers still teach from scratch, it will inevitably dampen students' cognitive dignity and enthusiasm for learning, making students feel that the Chinese subject is too "pediatric" and there is no fun in learning challenges. How to achieve "a higher starting point"? Our experience is to put learning first and allow students to study before class. Teachers design "study sheets" in advance to allow students to fully study before class. The starting point of classroom teaching will naturally improve. Students truly enter the classroom with questions, thinking, and insights, and have equal conversations and exchanges with teachers in the classroom.

2. Larger capacity. More than 95% of primary school Chinese text selections are in vernacular. The characteristic of vernacular is that it is as clear as words, easy to understand, and there is no need to "chew carefully". In traditional Chinese language classes, one text usually takes two to three hours to teach, so there is less time and waste. In fact, our senior, the famous special teacher Huo Maozheng, has long explored an efficient way of teaching Chinese: while others learn more than 20 texts in one semester, she teaches 95 texts in one semester. Facts have proven that this experience is effective and completely possible! How to increase the capacity? The methods are: one is thematic reading. Focusing on a theme, teach one article and several articles to highlight the understanding of the theme; the second is stylistic reading. Focus on a certain literary style, teach one article and several articles to highlight the characteristics of the style; the third is writing and reading. Focusing on writing techniques, teach one article and several articles to highlight writing methods.

3. A little more difficult. Teaching must be difficult to a certain extent, which is a very important teaching principle. However, our Chinese language subjects often ignore this principle, so it doesn’t matter if students don’t take Chinese classes for a month or even a semester. A good classroom must have intense intellectual life, which is in line with the laws of brain science. The characteristic of the brain is that it likes the new and dislikes the old, and likes challenges. New knowledge is naturally attractive and charming to the human brain. When new knowledge is challenging and stimulating, the brain is in a state of excitement, brain cells are activated, and thinking develops. Of course, difficulty is relative. What most students can solve after thinking, colliding, communicating, and being inspired and guided by teachers is the appropriate level of difficulty. This is the "child's level of difficulty." To this end, it is crucial for teachers to select appropriate texts and design thoughtful questions during lesson preparation, which can fully reflect the teacher's teaching quality and teaching art.

4. Have a wider field of vision. A wider field of vision means that the teacher’s field of view on course content should be broader. Mr. Lu Shuxiang said: "Learning the Dharma in the classroom also benefits from outside the classroom." Chinese teachers should pay attention to both textbook texts and extracurricular texts; they should pay attention to both Tang poetry and Song lyrics, as well as Chinese classics; they should pay attention to both ancient myths and We must pay attention to modern picture books; we must pay attention to both Chinese fairy tales and world children's literature... The extension of life is as broad as the extension of language. Teachers’ curriculum vision affects students’ ideological vision, and our Chinese courses should be open to all directions.

5. Make teaching fun. Whether teaching is interesting is directly related to students' emotional attitude towards the Chinese subject. I once conducted a survey to find out what kind of teaching students welcomed most. The teaching that is most popular among students is interesting, humorous, fun and lively. I have said this: "The highest state of Chinese teaching is fun." Fun means raising teaching to the state of art, to the state of doing whatever you want, and to the state of joy in learning. Mr. Liang Qichao said in the article "The Interest of Learning": "I am a person who advocates the doctrine of interest. If we chemically separate the thing 'Liang Qichao' and extract out the element called 'interest' contained in it, I am afraid that All that's left is zero. "Making knowledge fun, making classes fun, making teaching fun, and making Chinese fun, this should be the lifelong pursuit of our Chinese teachers.

(Sun Shuangjin, a special-grade teacher in Jiangsu Province, a senior teacher, one of the first batch of training candidates for people’s educators in Jiangsu Province, director of the Academic Committee of Jiangsu Xiaoyu Association, and principal of Beijing East Road Primary School in Nanjing)