What is Chinese literacy?

Question 1: What does Chinese literacy mean? Chinese literacy refers to the comprehensive evaluation of Chinese ability and Chinese knowledge, thoughts and emotions, language accumulation, language sense, thinking quality, moral cultivation, aesthetic taste, personality and character, learning direction, learning habits, etc.

Chinese literacy refers to the "relatively stable, basic knowledge, abilities, skills and emotional attitudes and values ??that adapt to the development requirements of the times" that students display in Chinese, and is instrumental and humanistic. The rich connotation of unity is a core concept in the "Chinese Curriculum Standards for Full-time Compulsory Education (Experimental Draft)" and "Chinese Curriculum Standards for Ordinary High Schools (Experimental)".

Question 2: What is Chinese literacy? Chinese literacy is an organic combination of Chinese ability and Chinese knowledge, thoughts and emotions, language accumulation, language sense, thinking quality, moral cultivation, aesthetic taste, personality and character, learning direction, and learning habits. Integrate.

Question 3: What is Chinese literacy? Chinese literacy refers to Chinese ability and Chinese knowledge, thoughts and emotions, language accumulation, language sense, thinking quality, moral cultivation, aesthetic taste, personality and character, learning direction, learning habits, etc. Comprehensive evaluation.

Question 4: What is true “Chinese literacy”? I’m glad to tell you!

The most frequently used one is "This is the real Chinese class". Why do you use such comments? If it is not a Chinese class, what kind of class is it? What has our Chinese class been doing over the years? This cannot but cause me to think deeply.

I found that those who are not considered to be like Chinese classes often either lecture on the text and delve deeply into its humanistic connotation, which is somewhat like an ideological education class; or they give an in-depth analysis of some scientific principles in the text. , explore some natural mysteries related to the text, do some experiments involved, etc., it seems like a science class, biology class, physics class; or infinitely expand on a certain point in the text, completely ignoring the text itself, They even use a variety of courseware such as audio and video to an unlimited extent, so they don’t know what class to call it. Others express the new concepts of cooperation and inquiry and blindly let students discuss and speak without summarizing or prompting. The language issues involved do not teach the methods and processes of Chinese learning, and so on. So, what is a "real Chinese class"? What kind of class does most people think a "real Chinese class" is? It is not difficult to find out if we pay a little attention. Such classes generally include word matching throughout the teaching process. The understanding and mastery of words and sentences are permeated with the cultivation and training of Chinese ability, and are intertwined with the mastery and learning of Chinese methods.

So, can we say that those who do not look like Chinese classes actually have not really understood and grasped some concepts of curriculum reform, and they only have a superficial understanding. If the curriculum standard emphasizes the humanistic nature of Chinese language, it means that there is no need to teach knowledge and cultivate abilities; if it emphasizes autonomy, cooperation, and inquiry, it means that there is no need for explanation, and it is completely completed by the students themselves, and the lessons never change. ,etc. Those "real Chinese courses" have a better grasp of the new concept of curriculum standards, attach great importance to the unity of the humanistic and instrumental nature of Chinese, and pay attention to the organic integration of Chinese literacy and Chinese abilities. This involves people's different thinking patterns.

Human beings generally have an extreme mode of thinking, a polar opposite mode of thinking, either this or that, right or wrong, good or bad. It is often said that any reform may go too far because otherwise it will be difficult to achieve the goals of the reform. In fact, I think this is a misunderstanding. To a certain extent, it is not that the reform idea itself is overemphasized or overcorrected, but that our common polar opposite thinking mode limits people's correct understanding of reform ideas. From here we turn to our Chinese curriculum standards.

The Chinese curriculum standards advocate comprehensively improving Chinese literacy and attaching importance to comprehension, but this does not mean denying all necessary Chinese knowledge; emphasizing students' own experience and emotions does not mean completely abandoning ability training; advocating that students be the main body does not mean Saying that teachers are dispensable and emphasizing autonomy, cooperation, and inquiry does not mean that receptive learning is completely unnecessary. The either/or logic, the polar opposite thinking mode, and the ideological concept of "overcorrection must be corrected" should be resolutely abandoned in the face of the seriousness of Chinese education.

So, what kind of classroom teaching do we need? It is classroom teaching that conforms to the spirit of the curriculum standards. Many people will say: Come up with a standard for me. Once there is a standard, I can imitate it. In a speech, Mr. Chao Zongqi once proposed the unification of the basic model of Chinese teaching and personalized design. I understand that the so-called basic model is to embody the new concepts in the new curriculum standards as much as possible and embody the basic ideas of Chinese teaching. However, these manifestations are not to apply a certain fixed format uniformly, but should be based on the text itself and the basic ideas of Chinese teaching. The director's strength is to design a unique and personalized teaching plan based on the students' existing language practice. Historically, we have had a bad tradition, that is, once a new good model emerges, it will be quickly fixed and programmed. This lesson is profound. Mr. Zhang Zhigong has repeatedly spoken out against this approach, and this is what we should try our best to avoid when studying Chinese teaching methods, Chinese teaching practices, and even various aspects of Chinese education research.

I hope my answer will be helpful to you!

Question 5: What is the core literacy of Chinese? What is Chinese literacy? Cui Luan, president of the National Xiaoyu Association, believes that Chinese literacy is a comprehensive literacy with Chinese ability as the core. Its elements include Chinese knowledge, language accumulation, Chinese ability, Chinese learning methods and habits, as well as thinking ability, humanistic literacy, etc. The 10 items listed in the overall objectives of the "Curriculum Standards" are the basic requirements for Chinese literacy for every student receiving compulsory education. If these 10 requirements are met, it should be considered that "students' Chinese literacy has been comprehensively improved." The author ranks the content of "Chinese literacy" from low-level to high-level. It is divided into 6 levels from simple to complex:

First, necessary Chinese knowledge. The ability to do without knowledge is unthinkable. Easily denying the guiding and promoting role of Chinese knowledge in Chinese learning will easily lead Chinese teaching to irrational misunderstandings. At the primary school level, it is very necessary to teach certain knowledge of the sounds, shapes and meanings of Chinese characters, basic grammar and rhetoric knowledge, common paragraph and chapter structure knowledge, basic reading and writing method knowledge, etc. Chinese learning must involve the learning of language knowledge. Knowledge must be taught, but what knowledge to teach and how to teach knowledge still require our careful study.

Second, rich language accumulation. The main content of Chinese learning is specific model essays, which determines that Chinese teaching must allow students to possess a certain amount of perceptual language materials, and produce a qualitative leap based on the accumulation of quantity. Mastering about 3,500 commonly used words and commonly used Chinese written vocabulary, reciting a certain amount of passages and excellent poems, and reading a certain amount of extracurricular books are the basis for forming Chinese literacy.

Third, proficient language skills. A proficient skill becomes a kind of ability when it reaches a certain level. Chinese teaching must cultivate students’ basic skills such as dictionary search, reading aloud, silent reading, speaking, obedience, composing, and writing through extensive language practice; students must learn to use a variety of reading methods and common language expressions, and master commonly used Way of thinking: good at processing and expressing one's own unique thinking results in standardized language, and initially possessing the ability to collect and process information; able to use language appropriately according to different language materials and different communication situations, and ultimately develop a good sense of language.

Fourth, good study habits. In Chinese language teaching, we must keep in mind Mr. Ye Shengtao’s famous saying, “Teaching is so that there is no need to teach.” During teaching, students should master the most basic Chinese learning methods and develop self-confidence and good habits in Chinese learning. For example, the habit of diligently checking reference books, the habit of not reading without writing, the habit of listening carefully, the habit of writing neatly, etc.

Fifth, profound cultural literacy. Chinese language teaching should allow students to be influenced by noble sentiments and interests, improve students' cultural taste and aesthetic taste, and develop a scientific attitude of seeking truth from facts and advocating truth; appreciate the image beauty of Chinese characters, cultivate a love for the motherland's language and characters; and appreciate the meaning of Chinese culture It is broad and profound, absorbing the cultural wisdom of the nation; respecting diverse cultures, and absorbing the excellent cultural nutrition of mankind.

Sixth, elegant speech and behavior. Chinese teaching should focus on cultivating students' elegant temperament and civilized behavior. You must have a generous attitude when interacting with others, be elegant in your conversation, and be able to choose appropriate wording according to different situations. You must dare to put forward your own ideas, but also patiently listen to other people's opinions and respect other people's opinions. We must have the courage to admit our own shortcomings, appreciate the advantages and strengths of others, and learn to communicate and interact with others in a civilized manner.

It can be seen that the connotation of Chinese literacy in the "Curriculum Standards" is very rich. It is by no means a pure language skill, but a comprehensive civilized quality, which is an indispensable basic accomplishment for individuals to integrate into society and develop themselves. The introduction of the concept of Chinese literacy enables Chinese teaching to promote the spirit of scientific rationality, pay attention to the accuracy, conciseness and practicality of language, meet the basic requirements of the country's modern production, and prevent people from being turned into tools, focusing on the cultivation of innovative thinking and the edification of the humanistic spirit. To seek a balance between the contradictory tensions in the shaping of perfect personality. This is a historic transcendence of the Chinese Language Teaching Syllabus.

Question 6: What do students’ Chinese literacy include? (Transfer) What is Chinese literacy? Cui Luan, president of the National Xiaoyu Association, believes that Chinese literacy is a comprehensive literacy with Chinese ability as the core. Its elements include Chinese knowledge, language accumulation, Chinese ability, Chinese learning methods and habits, as well as thinking ability, humanistic literacy, etc. The 10 items listed in the overall objectives of the "Curriculum Standards" are the basic requirements for Chinese literacy for every student receiving compulsory education. If these 10 requirements are met, it should be considered that "students' Chinese literacy has been comprehensively improved." The author ranks the content of "Chinese literacy" from low-level to high-level. It is divided into 6 levels from simple to complex: First, necessary Chinese knowledge. The ability to do without knowledge is unthinkable. Easily denying the guiding and promoting role of Chinese knowledge in Chinese learning will easily lead Chinese teaching to irrational misunderstandings. At the primary school level, it is very necessary to teach certain knowledge of the sounds, shapes and meanings of Chinese characters, basic grammar and rhetoric knowledge, common paragraph and chapter structure knowledge, basic reading and writing method knowledge, etc. Chinese learning must involve the learning of language knowledge. Knowledge must be taught, but what knowledge to teach and how to teach knowledge still require our careful study. Second, rich language accumulation. The main content of Chinese learning is specific model essays, which determines that Chinese teaching must allow students to possess a certain amount of perceptual language materials, and produce a qualitative leap based on the accumulation of quantity. Mastering about 3,500 commonly used words and commonly used Chinese written vocabulary, reciting a certain amount of passages and excellent poems, and reading a certain amount of extracurricular books are the basis for forming Chinese literacy. Third, proficient language skills. A proficient skill becomes a kind of ability when it reaches a certain level. Chinese teaching must cultivate students’ basic skills such as dictionary search, reading aloud, silent reading, speaking, obedience, composing, and writing through extensive language practice; students must learn to use a variety of reading methods and common language expressions, and master commonly used Way of thinking: good at processing and expressing one's own unique thinking results in standardized language, and initially possessing the ability to collect and process information; able to use language appropriately according to different language materials and different communication situations, and ultimately develop a good sense of language. Fourth, good study habits. In Chinese language teaching, we must keep in mind Mr. Ye Shengtao’s famous saying, “Teaching is so that there is no need to teach.” During teaching, students should master the most basic Chinese learning methods and develop self-confidence and good habits in Chinese learning. For example, the habit of diligently checking reference books, the habit of not reading without writing, the habit of listening carefully, the habit of writing neatly, etc. Fifth, profound cultural literacy.

Chinese language teaching should allow students to be influenced by noble sentiments and interests, improve students' cultural taste and aesthetic taste, and develop a scientific attitude of seeking truth from facts and advocating truth; appreciate the image beauty of Chinese characters, cultivate a love for the motherland's language and characters; and appreciate the meaning of Chinese culture Be broad and profound and absorb the cultural wisdom of the nation; respect diverse cultures and absorb the excellent cultural nutrients of mankind. Sixth, elegant speech and behavior. Chinese teaching should focus on cultivating students' elegant temperament and civilized behavior. You must have a generous attitude when interacting with others, be elegant in your conversation, and be able to choose appropriate wording according to different situations. You must dare to put forward your own ideas, but also patiently listen to other people's opinions and respect other people's opinions. We must have the courage to admit our own shortcomings, appreciate the advantages and strengths of others, and learn to communicate and interact with others in a civilized manner. It can be seen that the connotation of Chinese literacy in the "Curriculum Standards" is very rich. It is by no means a pure language skill, but a comprehensive civilized quality, which is an indispensable basic accomplishment for individuals to integrate into society and develop themselves. The introduction of the concept of Chinese literacy enables Chinese teaching to promote the spirit of scientific rationality, pay attention to the accuracy, conciseness and practicality of language, meet the basic requirements of the country's modern production, and prevent people from being turned into tools, focusing on the cultivation of innovative thinking and the edification of the humanistic spirit. To seek a balance between the contradictory tensions in the shaping of perfect personality. This is a historic transcendence of the Chinese Language Teaching Syllabus.

Question 7: What is Chinese literacy? Why is the term "Chinese literacy" proposed? French literacy refers to comprehensive literacy with Chinese ability as the core.

The elements of Chinese literacy include Chinese knowledge, language accumulation, Chinese ability,

Chinese learning methods and habits, as well as thinking ability and humanistic qualities.