How to understand the "language construction and application" proposed by core literacy

At present, the educational reform based on students' core literacy has attracted global attention and will undoubtedly become the mainstream trend of the new round of curriculum and teaching reform in China. Therefore, as an important part of the basic education curriculum system, Chinese subject should also conform to the development trend of education at home and abroad and deeply study and discuss the core literacy of Chinese.

Logically speaking, "Chinese core literacy" can be both a subordinate concept of Chinese literacy and a subordinate concept of core literacy. Compared with the former, it emphasizes the word "core", which means the core of Chinese literacy; Compared with the latter, it emphasizes "Chinese" more, which means the embodiment of core literacy in Chinese. So, what are the elements of Chinese core literacy? What is the relationship between them?

The new Chinese curriculum standard for senior high school intends to define "language (construction and application), thinking (development and promotion), aesthetics (appreciation and creation) and culture (inheritance and understanding)" as the core elements of students' Chinese literacy, that is, the specific content of Chinese core literacy. These four elements are independent and interdependent; There are both key points and synthesis.

The Chinese Curriculum Standard for Ordinary Senior High Schools clearly points out that the Chinese curriculum is mainly to "enable all students to further improve their Chinese literacy on the basis of compulsory education, use Chinese correctly, skillfully and effectively in life, study and work, form good ideological and moral cultivation and scientific humanistic literacy, lay the foundation for lifelong learning and personalized development, and play their due role in inheriting and developing Chinese culture and enhancing national cohesion and creativity." The "Chinese literacy" mentioned mainly refers to "the individual speech experience and speech quality constructed by students in active language practice activities and shown in real language application situations; It is the comprehensive embodiment of language knowledge and language ability, thinking method and thinking quality, emotion, attitude and values acquired by students in Chinese learning. "Chinese core literacy refers to the core elements that can best show students' Chinese literacy.

As we all know, Chinese course is a comprehensive and practical course for learning to use Chinese and Chinese characters. This common sense determines that Chinese curriculum and teaching can not be separated from the concern for Chinese and writing. It can be said that students' accurate understanding and flexible use of Chinese language and characters is the core value and essential appeal of Chinese curriculum. However, in order to achieve this goal, students must actively enrich and expand their own language experience in extensive language practice, and strive to build their own language system through the continuous accumulation, combing and internalization of language knowledge, so that they can communicate correctly, skillfully and effectively in real and specific language situations (future work, real life, etc.). It is not difficult to see that language construction and application is an important part of Chinese core literacy, and it is also the foundation and core of the overall structure or system framework of Chinese literacy. The formation of students' ability to use Chinese, the development of thinking quality and aesthetic quality, and the understanding and inheritance of traditional culture are all based on the construction and application of language and realized in the process of constructing students' individual speech experience. Without language learning, it is impossible to develop and cultivate students' Chinese core literacy.

Therefore, we believe that among the four elements of Chinese core literacy, language is the foundation and core. The development and cultivation of the other three elements are inseparable from the roots and influence of Chinese. Thinking is the operational guarantee mechanism for students to develop Chinese literacy. All positive creation is inseparable from the beating of thinking. In the process of the development of the whole literacy system, thinking itself is also developing and upgrading, thus better supporting the development of other core literacy. The relationship between aesthetics and other three elements is just like the relationship between means and purpose. The development of language, thinking and culture is always accompanied by aesthetics and creation, while the latter, like an invisible cable, always leads the development and trend of the first three. Just like now, only things and things close to and in line with the socialist core values can be preserved, passed down and developed. Culture and language are two sides of Chinese curriculum and play an indispensable role in the core literacy system of Chinese. Talking about Chinese and Chinese characters without talking about culture is like water without a source, a tree without a root. China's 5,000-year-old traditional culture has long been deeply embedded in the language of the motherland. Therefore, understanding and inheriting China culture is not only a supplement and improvement to the development of students' Chinese core literacy, but also the only responsibility of Chinese curriculum itself.

According to the above discussion, if there is a core of Chinese core literacy, then the construction and application of Chinese subject is undoubtedly the core and top priority in the core. Next, we will further explain why the construction and application of Chinese subject should be the core elements of Chinese core literacy from the perspective of students' Chinese course learning (what to learn, how to learn and why to learn).

What to learn is from the perspective of learning content. Chinese course has five learning areas: reading and writing, reading, writing, oral communication and comprehensive learning. But the real situation is that most of the class hours of Chinese teaching in primary and secondary schools are basically spent on reading teaching, that is, teaching one text at a time. Text is the most important resource for teachers and students to learn Chinese at present. It can be said that any form of Chinese classroom teaching is inseparable from the support of language and written materials. Therefore, both teachers' teaching and students' learning depend on the understanding of language knowledge. "Language is an objective phenomenon in human society, and it is also a symbol system established by social conventions." And "Speech is a process in which people use language materials and language rules to communicate". It is not difficult to see that language cannot be separated from speech, and the understanding and mastery of language knowledge can not be separated from speech teaching activities. Only with certain language materials and corresponding language rules can any individual express his thoughts and feelings accurately and fluently, and accept the influence of other people's speech activities. In other words, listening, speaking, reading and writing activities often mentioned in Chinese teaching are essentially the process and result of students mastering and using "language" to express their thoughts and exchange their feelings. "Language" is established and regular, and "speech" is dynamic and social. Due to the subjective differences and creativity of "speech" senders or "language" users, it is decided that the same speaker will often speak different styles of words in different contexts or in the same context, thus achieving different influences and effects. Therefore, in order to achieve the goal that every student can use Chinese correctly and appropriately for social communication, work, life and further study, we must teach and learn Chinese and its application.

How to learn is from the perspective of learning forms and methods. "Chinese course is a practical course, which should focus on cultivating students' Chinese practical ability, and the main way to cultivate this ability should also be Chinese practice. "Practice is an activity, and learning activities in the field of Chinese teaching are different from social activities and life activities. Broadly speaking, "Chinese activities" generally refer to people's listening, speaking, reading, writing and thinking activities, but some scholars have pointed out: "Students' listening, speaking, reading and writing activities in Chinese courses and teaching do not mean that they can learn to listen, speak, read and write naturally." In other words, everyone is engaged in various "Chinese activities" every day, but these "Chinese activities" do not necessarily lead to changes in "listening, speaking, reading and writing thinking". Therefore, only taking "listening, speaking, reading, writing and thinking" as "learning objectives and contents" is a "Chinese learning activity". For example, the Chinese curriculum standards include "planning simple campus activities and social activities" and "taking various forms to carry out cultural exchanges and community cultural construction activities". But the campus activities, social activities, cultural exchanges and cultural construction activities here are not Chinese learning activities, but only Chinese activities. Even "running a journal" in "independently organizing literary activities and experiencing the joy of cooperation and success in the process of running a journal, performing and discussing" is not a "sinology activity", but can only be said to be a sinology activity related to sinology. In addition, Chinese learning activities are also different from Chinese learning methods and Chinese teaching methods. Chinese learning activities aim at listening, speaking, reading and writing, and always implant language experience acquisition and language ability improvement into them. Chinese learning methods and Chinese teaching methods are only methods or means to learn or teach Chinese, which can only have an indirect impact on Chinese learning. Some scholars regard the "annotation" of Chinese learning methods as "Chinese learning activities" because they don't notice the differences between them. In a word, the way of Chinese learning lies in Chinese learning activities, and the core goal of Chinese learning lies in language experience and application, more precisely, Chinese application.

Why learn, that is, from the perspective of the value and functional orientation of Chinese curriculum. "What distinguishes Chinese from other disciplines is that its core orientation and fundamental purpose is to train students to understand and use the language of the motherland. The goal and task of Chinese course is to improve students' language literacy and language application ability. " Mr. Ye Shengtao once said: "Learning Chinese is for use, that is, applying what you have learned." "The starting point of language learning is knowledge, and the ultimate point is action. Only when you can reach the point of' doing' can you have the ability to live a good life. " As Mr. Tao Xingzhi said, "knowledge is the beginning of action, and action is the achievement of knowledge." Only by applying what you have learned can you really learn something. And through "observing mother tongue education around the world, it is not difficult to find that it has become a universal value pursuit to attach great importance to cultivating the necessary language expression ability and positive pragmatic ability of future citizens". It can be said that the core goal and value pursuit of Chinese curriculum is to guide students to "correctly understand and use the language and characters of the motherland". Through 12 years of Chinese teaching and learning, a target system with language as the main axis and language knowledge and language expression ability as the two wings has been formed. The key is "understanding and application", which is the premise, but not the purpose. All the courses of basic education have an implementation premise, that is, a correct understanding of the language in the textbook. And language ability is different from language application. The former is just a legal statute or rule system internalized in learners' minds, while the perfect acquisition and flexible display of the latter is the essential pursuit of Chinese education, which deepens and transcends the former.

Curriculum construction and teaching implementation based on students' core literacy are imperative. Early attention and in-depth study of Chinese core literacy will help us better understand the value orientation of Chinese curriculum and grasp the pulse of Chinese teaching reform. Thinking and discussing the core of Chinese core literacy "language construction and application" is helpful for us to further understand the core demands of Chinese subject, and then correctly judge the sole responsibility of Chinese teaching.