Thesis on Core Competencies in Chinese Teaching

The cultivation of Chinese core literacy is the main teaching goal of primary school Chinese. So how should you write a paper on the core Chinese literacy? Below are related articles that I have carefully compiled for your study and reference.

Essay on Chinese core literacy

The rapid development of the times requires that society must have talents with corresponding literacy to follow up. What kind of core literacy the citizens have has a bearing on our country Core competitiveness in the international arena is a topic faced by the contemporary education sector. Therefore, in the new round of education and reform process, it is very necessary for the country to revise subject curriculum standards and sort out core competencies.

1. The connotation of Chinese core literacy

Subject core literacy is the embodiment of core literacy in a specific discipline (or learning field). ) and are the key achievements with discipline characteristics that are a concentrated expression of the educational value of the discipline. Specific to the Chinese subject, its core competencies mainly include four aspects:

1. Language construction and application

American philosopher and educator Dewey pointed out: Language is a relationship. ?The emergence of language is due to the existence of social relationships and the need for communication between people, and language and writing just realize this relationship and need, which shows the value of language. The construction of language can be understood as constructing a grammatical sentence and speaking a sentence that can be understood in a language group. This is an ability that a subject with language qualifications must have. Having the construction of language does not mean that it can be used appropriately. The use of language actually aims at mutual understanding. Language must meet certain pragmatics, discussion ethics and other norms in order to realize the meaning of communication.

From the perspective of Chinese language disciplines, the core competency of "language construction and use" can be understood as "out of the desire to have a sincere dialogue, accurately understand the other party's discourse form and discourse intention; use it accurately and appropriately" The motherland’s language, written expressions, and expressions convey the most effective communication. ?

2. Thinking development and quality

Thinking is initially the human brain’s generalization and indirect reaction process to objective things with the help of language. The development of thinking in childhood gradually transitions from concrete image thinking to abstract logical thinking, and relatively stable abstract thinking abilities begin to form. During the development of thinking in adolescence, abstract logical thinking gradually becomes dominant, and dialectical logical thinking develops. The quality of thinking is essentially the personality characteristics of people's thinking. Thinking quality reflects the difference in intelligence or thinking level of each individual, and mainly includes six aspects: profundity, flexibility, originality, criticality, agility and systematicity. Excellent thinking quality comes from excellent logical thinking ability.

Why should Chinese language teaching take thinking development and quality as the core competencies? Because Chinese courses are courses where students learn to use the language of the motherland, focusing on cultivating students' multiple comprehensive practical abilities such as listening, speaking, reading and writing. It is a very difficult process to understand and grasp the rules of using Chinese in practice, because the internal structure of Chinese and the various information contained are very complex, and this work cannot be carried out without the development of thinking. Chinese teachers should improve teaching content and change teaching methods according to students' physical and mental characteristics and thinking development characteristics. They should seize that the junior high school stage is a critical period of transition from primary thinking to abstract logical thinking, conduct effective teaching, and cultivate students' thinking quality. .

3. Cultural inheritance and understanding

Chinese teaching is based on mother tongue teaching. Many words in Chinese have traditional cultural genes, and some have obvious symbolic meanings, such as ?Yangtze River? The Yellow River, the moon, the red plum blossoms, etc., some will naturally trigger certain associations, such as the willow tree and the willow tree, the green tree and the love tree, etc. Only by deciphering, understanding and inheriting these cultural codes can we read Understand the rich connotations of Chinese.

From a historical perspective, the history of Chinese culture is the culmination of multi-ethnic development. Ancient China has experienced several wars between ethnic groups, and the Chinese language has invisibly experienced radical changes and integration of multi-ethnic groups. These factors have affected the inheritance and accumulation of Chinese culture. For example, Su Wu herded sheep, Zhaojun went out of the fortress, Yue Fei resisted the Jin Dynasty and other historical facts left a lot of spiritual culture, which has been praised by people for thousands of years. There is a historical allusion behind many words. For another example, the competition for interests between the Manchu and Han ethnic groups had a more typical impact on culture. The Han culture, which followed the "agrarian" civilization, and the "nomadic" Manchu culture had a sharp conflict, and then attracted and integrated with each other. There are many signs of Manchu in Chinese as proof. Some Chinese dialects are derived from Manchu words, and they still exist in northern Chinese, especially Northeast dialect and Beijing dialect. In spoken language, the last word is often changed to soft. For example: mitai (dirty), 饽饽 (cake), Geying (disgusting), Saqima (a snack), Dese (Northeastern dialect, meaning frivolous, showing off), Moji (i.e. dawdling), etc. , this cultural information needs to be understood after learning Chinese. China has a vast territory and a long history, and each ethnic group has its own cultural code. It is these rich and colorful cultural information that have created the breadth and depth of Chinese culture. Mr. Lu Xun once said: Only what belongs to the nation belongs to the world. Therefore, understanding and inheriting culture, carrying forward the national spirit, and improving ideological and cultural accomplishments have become a key core competency.

4. Aesthetic appreciation and creation

What is aesthetic appreciation? Beauty is a normal need of human beings. The reason why humans are different from other animals is that in addition to physiological needs such as food and drink, there are more noble needs, and beauty is one of them. Beauty is the observation of form. When we look at things in life, we abandon their practical value and focus on the image of the thing itself. We find that there is a connotation beyond reality, an inner spirit. You feel that it touches and infects you, enriches and nourishes you. It touches your heart and makes you happy. This is appreciating the outside world with an aesthetic attitude. When we go deep into it and repeatedly play with the principles of aesthetic appreciation, we enter the level of aesthetic appreciation. Everyone is unique in this world, and their spiritual sensitivity is unique. Therefore, everyone has creative and unique discoveries in the process of aesthetic appreciation. That is, for a thousand readers, there are a thousand readers. Hamlet. ?

The Chinese subject is a complex of Chinese and literature. When we open the Chinese textbook, we will read literary texts one by one. Literary works are works that organize language artistically. Chinese teaching is based on aesthetics. Appreciation and creation are core competencies, and their purpose is to meet the needs of human nature, allow students to experience the joy and interest brought by literature, awaken students' desire and love for literature, and cultivate individual creativity in the process of aesthetic appreciation.

2. The vision of Chinese teaching based on core competencies

The proposal of the four core competencies of the Chinese subject makes the current education reform more scientific and is also the soul of the education reform. These four items are interconnected and inseparable as a whole, just like the four bases of a pyramid. Only with a solid foundation can we create brilliance that people look up to. Only by consciously grasping the connections at different stages of teaching and developing and improving them in a focused and methodical way can the teaching ideas be more coherent and the unique educational role of the Chinese subject truly be brought into play.

An ideal Chinese language teaching should always focus on core competencies, be guided by scientific theories, and constantly reflect and optimize. For example, the "learning pyramid" theory should be used in teaching to form a rich and diverse supply-side structure for Chinese teaching.

The "learning pyramid" theory was proposed by American scholar Edgar Dell through experiments. This theory gives a model of learning effects under different learning methods. At the top of the tower, the first way of learning is listening, that is, the teacher talks from the top and the students listen from the bottom. The learning effect is the lowest, and only 5 of the learning content can be left after two weeks. Second, the content learned through "reading" can be retained for 10 times. The third method is to use sounds and pictures to learn, which can reach 20. The fourth type is "demonstration". Using this learning method, you can remember 30.

The fifth type, "Group discussion", can remember 50 contents. The sixth type, "learning by doing" or "actual practice", can reach 75. The last way to learn at the base of the pyramid is to "teach others" or "apply immediately", which can remember 90% of the learning content.

Edgar Dell proposed that several traditional methods with learning effects below 30 are all individual learning or passive learning; while those with learning effects above 50 are team learning, active learning and participation. style learning. Judging from the current educational situation, foreign children learn easily, but there are many excellent foreign students. The reason is the improvement of learning efficiency. In particular, liberal arts content such as Chinese and history require children to make full use of all their senses. Although many of our children are smart and have strong problem-solving abilities, they often have poor eloquence and poor practical skills. Reflecting on the reasons, the rigid liberal arts teaching methods are to blame. Therefore, teaching methods in the new era will inevitably become richer and more diversified. Teachers must create more opportunities for students to selectively and proactively participate in learning, and strengthen activity-based curriculum reconstruction. , Only in this way can learning efficiency be improved.

Viewed dialectically, the "Learning Pyramid" only provides a comparison of the learning effects of different modes. In our Chinese teaching reform, we cannot deny or abandon traditional learning methods such as listening and reading, because these methods It is also very necessary in the development of core Chinese literacy. For example, language acquisition is characterized by gradual comprehension and requires a lot of reading practice. Mr. Lu Shuxiang once pointed out that a middle school student needs to read 800,000 words in one semester to develop reading ability, but today's middle school students are far from meeting this requirement.

In terms of treating the core literacy of "aesthetic appreciation and creation", teachers especially need to master the correct appreciation knowledge and methods and teach them to students. Students need to listen carefully before practicing. How to use modern novel concepts to appreciate novels? What is the focus of prose writing? What principles should be followed when interpreting prose? In some places, educational reform is carried out vigorously, but we also need to think more about it, letting students be the main body, and should teachers be the host? Is it enough to be a human being? In teaching, we must think more carefully: When pursuing the openness of aesthetic understanding, can the perception follow the feeling? Does being open mean that you can do whatever you want? Is the student's answer correct? Obviously this is wrong. In terms of aesthetic appreciation of literary works, some university professors have problems with their understanding, let alone middle school teachers. For example, an authoritative professor wrote an article "lt;lt; Ode to the Willow gt;gt; Appreciation", pointing out several benefits of this poem, one of which is: "The spring breeze in February is like scissors", which praises creativity. labor. According to the analysis of Professor Sun Shaozhen, this ridiculous mistake is: Such an interpretation is completely incompatible with the classic text. A Tang Dynasty aristocrat, would he have "creative activity" in his head? Creative labor is inherent in the authoritative professor's own mental schema, which he derived from the narrow social utilitarianism of the Soviet-style literary theory of the 1950s. came out. ?

Therefore, the new round of Chinese teaching reform needs to face up to the laws of the Chinese subject. For example, language acquisition has the characteristics of humanism, practicality, gradual comprehension, and randomness. The four core competencies of the Chinese subject It is impossible to tell who comes first and who comes last. Our mother tongue? Chinese itself does not have a complete system. In the teaching improvement process, the "Learning Pyramid" theory should be appropriately used. On the one hand, teachers should play a leading role, and on the other hand, they should not forget to work hard to recreate multi-angle activity classes in teaching, so that the teaching can form a rich and diverse supply side of Chinese teaching. Structure, build a Chinese learning pyramid, so that students can have the initiative to choose and develop themselves at any time.

Paper on core competencies in Chinese teaching

Abstract: The cultivation of core competencies in Chinese is the main teaching goal of primary school Chinese. The study of Chinese courses is the main channel to cultivate students' open thinking. Through the exercise of thinking, the learning and application ability of other courses can be strengthened. Teachers should pay attention to the cultivation of students' Chinese literacy abilities and conduct personalized teaching practices for primary school Chinese courses based on core literacy teaching. Starting from the teaching concept of core literacy in primary school Chinese, a practical plan for cultivating students' core literacy is proposed.

1. Primary school Chinese core literacy teaching concept

In the school’s core teaching philosophy, it focuses on the “student-oriented” teaching model and cultivates students through comprehensive development of quality teaching. Only students with positive personalities and a certain awareness of independent learning can better adapt to the needs of the rapidly developing era. In the teaching of Chinese language in primary schools, the core literacy teaching concept is implemented. Literacy training mainly refers to improving a person's quality cultivation, including ideological and moral quality, personal words and deeds, and knowledge level and ability. Teachers' application of core literacy teaching in primary school Chinese classroom teaching can stimulate students' enthusiasm for learning and improve students' ability to absorb knowledge. The scope of literacy teaching is not only limited to the traditional Chinese skills of listening, speaking, reading and writing, but also an expanded target teaching, which provides students with a certain amount of cultural influence through some excellent culture and improves students' aesthetic taste and cultivation. Moreover, there are many practical interactive activities in this process, which can easily improve students' investment level and knowledge absorption ability. Therefore, the primary school Chinese core literacy teaching concept has a certain degree of efficiency and practicability.

2. Primary school Chinese core literacy teaching practice plan

1. Divergent teaching model

Primary school Chinese teaching has different education models at different times. In modern primary school teaching, teachers will pay more attention to the cultivation of students' thinking ability and core literacy. Carrying out ecological teaching classes can effectively improve the teaching efficiency of the teaching classroom and promote the improvement of students' comprehensive literacy.

Analyzing from the age specificity of students, the process of Chinese learning is relatively boring. Therefore, while teachers pay attention to students’ current learning situation, they must also guide students to cultivate divergent thinking and inspire them to learn primary school Chinese. motivation and enthusiasm. For example, when designing the teaching plan for "Crows Drinking Water", teachers should train students' comprehension abilities from the perspective of Chinese knowledge. Teachers can list word groups with similar shapes, such as "bird" and "bird", to guide students' cognitive ability of word shapes and make relevant association explanations. "bird" means black, and "crow" is A black bird, such as this explanation, and using relevant pictures to analyze it can deepen students' impression of the glyphs and meanings. Then the teacher can also let the students independently search for similar glyphs in the text, and guide them to think independently to further exercise their thinking ability.

2. Multimedia application teaching classroom

The application of multimedia teaching model plays a key role in how to establish a student-oriented classroom in primary school Chinese and improve students' Chinese literacy ability. effect. Based on the core literacy teaching concept, the introduction of multimedia into primary school Chinese classes can highlight students' dominant position in classroom teaching and improve students' interest in learning and their own abilities.

According to current research, it is found that humans’ ability to absorb graphic information is much higher than their ability to understand text information, and this is also true for primary school students. By developing a dynamic multimedia application teaching model, some Chinese knowledge can be integrated into picture materials or video materials and presented to students in a more intuitive mode. Promote students to improve their ability to absorb Chinese knowledge and deepen their impressions. After deepening their understanding, students can also effectively apply what they have learned to real life.

For example, when teaching the text "Li Shizhen", the primary school text has certain limitations, and students cannot have a good understanding of the character. Teachers can use some animated short videos, or The pictures and materials related to herbal medicines involved in the text are used as auxiliary materials to explain expanded knowledge in the classroom, thereby improving students' understanding of the characters and the content of the text, and learning while constantly expanding their extracurricular knowledge

Students will also improve their independent learning abilities and be more eager to learn knowledge in other fields.

3. Collaborative teaching model

Under the requirements of core literacy teaching objectives, primary school Chinese classes also need to cultivate students' emotional literacy and collaborative abilities.

Teachers can organize students to work in groups. In the process of group cooperation, it can not only cultivate students' team awareness, but also be of great help in improving students' awareness of independent learning.

When setting specific tasks, teachers can set tasks related to Chinese learning according to the course content, and let group members complete group tasks together, such as discussing text topics to continuously improve perception and emotion in thinking. The cultivation of literacy, or through the writing of short articles, production of physical objects, etc., promotes students' ability to apply and express the content of Chinese texts and practical abilities, and gradually enhances their interest in learning Chinese knowledge in primary school. After the class is over, the teacher will physically display the works completed by the group cooperation in stages. This is not only a test of teaching results, but also enhances students' self-confidence and improves students' comprehensive quality through the display of results.

The pure theoretical teaching model can no longer meet the needs of real-life talent training. There are many different ways for teachers to practice core literacy teaching concepts, but no matter what method they are, when teachers design teaching plans, We must fully grasp the important and difficult points of the teaching materials, think about problems from the students' perspective, and carry out efficient primary school Chinese teaching. Only by having clear and concise teaching concepts, following students' thinking patterns, adopting different teaching methods, and conducting teaching analysis from multiple angles can we effectively improve teaching efficiency and students' learning efficiency, ensure that students can absorb knowledge in a multi-thinking way, and achieve quality. Cultivate needs.

Chinese language core literacy essay sample

Abstract: How to cultivate students’ Chinese language literacy in junior high school Chinese teaching? On the basis of a correct understanding of the Chinese language core literacy, we must focus on one center: Socialist core values ??and traditional culture; focus on two abilities: independent thinking ability and oral communication ability; implement three skills: literacy and writing, reading, and writing.

Currently, all countries are emphasizing on cultivating students’ comprehensive literacy, such as France’s “Hong Kong Culture”, Germany’s “Key Competencies”, the United States’ “Core Knowledge”, Japan’s “Basic Academic Ability”, etc. Our country regards "cultivating people with moral integrity" as the fundamental task of education, and it is necessary to "enhance students' sense of social responsibility, innovative spirit, and practical ability." The 2011 version of "Chinese Curriculum Standards" points out: "Chinese courses should inspire and cultivate students' thoughts and feelings about loving the Chinese language of the motherland, guide students to enrich their language accumulation, cultivate their sense of language, develop their thinking, initially master the basic methods of learning Chinese, and develop good study habits. , have literacy and writing skills, reading skills, writing skills, oral communication skills that meet the needs of actual life, and correctly use the spoken and written language of the motherland. ?

Since the new curriculum reform, it has advocated a learning style of "students as the main body, teachers as the leader", "independence, cooperation and inquiry". Education is to teach students to be good people and teach students to do things. In the process of students' learning and life, teachers' responsibility is to guide and cultivate as many core qualities as possible for students' life growth and development, and to guide and accompany students to their best growth and development. In this way, we can use the carrier of subject teaching activities, center on the core competencies of the subject, and warmly and innovatively promote the healthy and excellent development of students. Personally, I believe that junior high school Chinese teaching can cultivate students’ core competencies from the following aspects:

1. Focusing on one theme: socialist core values ??and traditional culture

Current People’s Education Press Junior High School Chinese The textbooks are divided into units by theme, and most of the humanities chapters involve important spiritual and moral cultivation such as responsibility, patriotism, dedication, and kindness. If students are only allowed to passively accept the center of the text through the teacher's explanation and analysis, and the students do not truly explore and understand the text, then it will be difficult for the spiritual purport of these texts to penetrate into the students' hearts, let alone form a deep understanding to guide students' thoughts and actions. practice. Therefore, the processing of such texts should focus on students' intensive reading and careful study, supplemented by teacher guidance, use discussion and research as the learning method, and use writing insights to consolidate learning results, so as to implement the reading habits, language analysis and gist of the text for students. Inquiry ability training. Chinese teaching can be closely integrated with daily life, and various activities can be carried out during festivals to stimulate students' love for and inheritance of traditional culture.

The following festivals (solar terms) can be organically combined: Spring Festival, Lantern Festival, Dragon Boat Festival, Mid-Autumn Festival, Jingzhe, Spring Equinox and Spring Festival couplets, music, chess, calligraphy and painting, pen, ink, paper and inkstone, word puzzles, idioms, traditional Chinese medicine, paper-cutting, kites, Peking Opera, Go, etc. Together, we create diverse learning activities and improve students’ literacy.

2. Focus on two abilities: students’ independent thinking ability and oral communication ability

Students are social beings, and the key ability in Chinese is language ability. Thinking ability can be integrated into language In ability, because language is the material shell and carrier of thinking, they are inseparable and inseparable. The development of language ability cannot be achieved overnight, so in the daily learning process, students should be encouraged to dare to ask questions, be able to ask questions, and interact with teachers. Each of my Chinese classes is led by questions: students must ask more than two valuable questions during preview, and then enter the text with the questions. Confucius said: "If you are not angry, you will not be enlightened; if you are not angry, you will not be angry." ?

Classroom time is limited and it is impossible for everyone to have a chance to speak, so we will take turns speaking in groups. The speech requires a loud voice, smooth sentences and clear organization. Sometimes, in order to stimulate thinking and activate the classroom atmosphere, students are also allowed to debate.

Of course, there are also students who are quick to act but slow to speak. What should they do? Excerpt and read the news aloud from the "Three Minutes News Broadcast" before class every day. First, eliminate shyness and practice oral expression skills. After the semester, I can basically explain problems out loud.

3. Implement three skills: literacy, writing, reading, writing

Literacy and writing are the most basic skills, which are cultivated in primary school. Why do you still write wrong words in junior high school? You can use inquiry Etymological approach. The students mistakenly wrote the word "瑶" of "小小马明苑" as "獑". "Shuowen Jiezi" mentions the word "ban", knowing the meaning, from Jue to Dao, with the middle knife on the left and right of the jade, like cutting jade with a knife. The original meaning is: to break up the jade, and this is exactly a farewell poem, "Farewell to a Friend". The "Curriculum Standards" require that the total amount of extracurricular reading in the three years of junior high school should be no less than 2.6 million words. How to achieve this?

1. During each semester of teaching, carry out the activity of "reading 10,000 words a day": students Prepare a B5-sized classic reading notebook, read classics for 30 minutes every day, record the date, page number, word count, and summary of the content (90 to 100 words), and have parents sign it. Check once a week and do small tests regularly.

2. During the winter and summer vacations, students are assigned to make bookmarks, waistbands, handwritten newspapers, mind maps, etc. for a work to conduct creative reading.

3. Hold a reading experience sharing meeting every two weeks.

Writing is a display of comprehensive ability and can best reflect students’ practical and comprehensive skills. Situational composition training is often carried out in teaching: imitation is combined with the content of the textbook, such as Zhu Ziqing's "Back View" imitating "Father's Hand"; combined with reading classics to write biographies, such as "The Biography of Lin Chong", "The Biography of Huniu", etc. ; Write replies in conjunction with memorizing the passages, such as "Injustice in the Public Transport Class" and "Letter to Ouyang Xiu". Instruct students on the writing form. For example, biographies should be written in three layers. Each layer should be clear: the first layer is name, identity, and character introduction; the second layer is the main plot and evaluation; the third layer is comprehensive evaluation. In the three years of junior high school, basic knowledge must be solid, reading must be generous, and writing must originate from family and society, and be integrated with life, so that students feel that the knowledge they learn is useful and can solve real-life problems and explain life phenomena.