How to reflect the core literacy of Chinese in teaching

Quite a number of teachers believe that the new round of Chinese curriculum reform is weakening the foundation and diluting knowledge. In the classroom, special attention is paid to the excavation of the humanistic spirit of the language, but there is almost no mention of basic knowledge such as words and sentences, and some teachers even think that these teachings are backward and outdated, and they do not pay attention to teaching in ordinary times. Classroom teaching is lively and lively, and the teaching forms are varied, but we can't hear the sound of reading, we can't see the taste of language and writing, we can't appreciate the necessary unique analysis and insights of beautiful and wonderful passages, and we don't have the necessary training and the necessary accumulation.

The short text is a stammering student. Think about it, if a student can't even read or write some very commonly used words, and when he writes an essay, he will have typos and sick sentences, then even if he has a strong literary acuity, it will be difficult to express it. For example, when teaching "The Green of West Lake", the focus of teaching is not to guide students to perceive and experience the artistic conception described in the text, enrich the language reserve and language sense experience through reading, but let students discuss the beautiful scenery of West Lake; Then exchange West Lake in **, have you been there, how do you feel after playing; Then have the students draw a picture of the West Lake, sing songs about the West Lake, and so on.

A lesson can be said to be highly "comprehensive", but language learning is marginal. This is more prominent in large-scale open classes, such as independent and cooperative learning in a class; It is necessary to have both comprehensible and absorbent reading, as well as critical and creative reading; It is necessary to guide students not only to have a dialogue with the text, but also to guide students to carry out comprehensive practical activities, etc. The learning of the above content can be appropriately arranged at the appropriate time and in the appropriate link, but if we deliberately pursue the "new look" of the classroom, we will ignore the implementation of the teaching task of Chinese ontology, and affect the passage and development of students' basic Chinese literacy.

Implement Chinese core literacy in the classroom: enrich students' comprehension ability and improve students' practical ability.

The core literacy classroom of Chinese in primary schools should cultivate students to read and understand the content of the text, and master the expression of the text.

Learn to accumulate, understand, and sort out the knowledge points of the text and integrate the information conveyed by the text.

In the teaching of Chinese in rural primary schools, our teachers should train students to understand written and oral language, and also train students to use written language to convey feelings and express ideas in oral language. The improvement of comprehension skills is actually to cultivate students' listening, speaking, reading, writing and thinking skills.

For example, in the teaching of "Bird Language.

In this lesson, guide students to think about which birds the author is talking to? What do these birds say? What are your takeaways from Bird Language?

In this way, students' shallow thinking is cultivated, and students are guided to think deeply and think about the deeper meaning of bird language, which enriches students' ability to understand language.

The methods of implementing core literacy in primary school Chinese teaching are: stimulating interest in learning and imperceptibly influencing students' academic accomplishment and personality accomplishment; Pay attention to the classroom reading teaching based on reading aloud and the accumulation of classic poems and texts outside the classroom to cultivate students' language literacy; With the help of Internet resources and other means, it mobilizes students' enthusiasm for homework and cultivates students' language literacy.

1. Stimulate interest in learning and imperceptibly influence students' academic accomplishment and personality accomplishment

Albert Einstein said, "Interest is the best teacher." Yu Yi also said: "If teachers have the ability to stimulate students' interest and curiosity in learning Chinese, most of the teaching will be successful, and students will have a good starting point for learning Chinese.

It can be seen that only when the interest of students is stimulated can Chinese teaching activities be accepted naturally and happily.

Teachers should adopt various effective methods to help students better enter the text, read extensively, and accumulate, so as to achieve the goal of cultivating students' core literacy.

3. Mobilize students' enthusiasm for homework and cultivate students' language literacy with the help of Internet resources and other means

For each assignment, select some students' essays to be corrected in person, carefully polish the children's assignments, and then encourage them to submit to the school radio station, school newspaper and even other **, participate in various essay competitions, or upload them to their own space. At the same time, upload these good works to the parent QQ group and the Internet for communication and display.

The implementation of core literacy in primary school Chinese teaching is divided into four aspects: language ability, thinking ability, aesthetic taste and hidden circle cultural accomplishment.

The key ability of language is language ability, a person can speak well, speak into chapters, write into writing, vivid language, strong sense of collapse, we can say that this person has a strong language literacy.

Thinking ability can be integrated into language ability, because language is the material shell of thinking, the carrier of thinking.

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

In a nutshell, the core literacy of Chinese is language ability and humanistic accomplishment. In ordinary Chinese teaching, we should pay attention to the penetration of core literacy, and we should start from the following points.

The first is to pay attention to reading. Equal emphasis is placed on in-class and out-of-class reading. The teacher should guide students to figure out their tastes, and use this as a basis to recommend similar works outside the classroom to read in depth, so that the in-class and out-of-class works form a whole.

The second is to attach importance to accumulation. Instruct students to do a good job in the accumulation of classic poems, and become familiar with the recitation of famous poems, and the accumulation will be internalized into their own things to a certain extent.

The third is to attach importance to thinking. Guide students to consciously think about the structure of the text, the differences between different genres, and so on. If you stick to it for a long time, you will pay off!

The core literacy in Chinese teaching is as follows:

1. With the necessary language knowledge, once people leave the embrace of knowledge, the consequences are unimaginable. In primary school, the main content of teaching is the phonetics, glyphs and meanings of Chinese characters, basic grammatical knowledge and rhetorical methods, the overall structure of commonly used paragraphs and articles, and basic reading and writing methods.

2. Accumulation of language ability, when helping students to cultivate language accumulation ability, teachers can let students understand the specific content of the article, extract their favorite good words, good sentences, good paragraphs, etc., so that students can harvest many new words and sentences in long-term accumulation and life experience, so that students can have their own "small question bank".

3. Cultivate students' learning habits, Mr. Tao Xingzhi once said such a sentence: "Teaching is not to teach", which shows that teachers in the process of teaching, to achieve the spirit of "teaching people to fish is better than teaching people to fish", while cultivating knowledge, it is important to cultivate students to master the basic learning methods of Chinese learning, so that students can develop self-calling confidence and good habits for Chinese learning.

4. Using the emotional experience teaching method, the Chinese discipline is a discipline that focuses on emotional communication and expression of closed-chain mining. From the learning content arranged in the Chinese textbooks, it can be realized that the Chinese subject is a process of emotional expression and resonance of life experience.

5. Extend the knowledge of classroom teaching and enable students to learn cooperatively. Cooperative learning is a novel teaching mode in today's education, which can achieve the ideal teaching effect through peer exchange and communication, and students can learn and progress with each other.

1) Change the concept.

As the implementer of Chinese classroom teaching, in order to strengthen the cultivation of students' core qualities, teachers need to change the traditional teaching concept, the traditional teaching concept is that teachers teach, students learn, teachers are not only the controllers of the teaching process, the organizers of teaching activities, the formulation of teaching content and the judges of students' academic performance, but also have absolute authority in teaching management. In terms of teaching methods, teachers are accustomed to designing teaching according to their own ideas, and do everything possible to "format" some of students' innovative insights with their own ideas, resulting in students' learning and life being passively coping, mechanically trained, and simply and repeatedly rote memorization. To strengthen students' core literacy, it is necessary to break down the disciplinary barriers of traditional Chinese teaching, integrate Chinese teaching into life, nature, and society, so that students can selectively acquire knowledge and solve problems in their own lives.

2) Pay attention to reading.

In order to cultivate students' core literacy, students need to pay attention to reading, which mainly includes the following aspects: First, in-class reading, the texts in the textbook are carefully selected by the editor, and the quality and beauty of the texts, teachers need to guide students to read attentively. Second, attaching importance to extracurricular reading, "interest is the best teacher", can cultivate students' interest in reading, and help students develop good reading habits, and good habits are literacy.

Extracurricular reading of ancient and modern Chinese and foreign masterpieces requires more attention to the reading and learning of Chinese classics, such as "University", "Mencius", "The Mean", "Analects", etc., so as to comprehensively improve the comprehensive quality of students.

3) Expand the outreach of classroom-based teaching.

In the process of Chinese teaching, teachers should provide students with multi-channel and multi-level learning opportunities, so that students can continuously improve their ability in organization and planning, mutual assistance and cooperation, analysis and communication, interpersonal communication and other aspects in Chinese learning, highlight students' main position in Chinese learning, cultivate their innovative spirit and practical ability, and comprehensively improve students' core Chinese literacy.

4) Create problem situations and implement first-class teaching.

By creating reasonable problem situations, such as virtual and real situations, conceptual situations, social situations and life situations, etc., students can discuss, think and read in the created problem situations, diverge students' thinking, and conduct in-depth and comprehensive research on problem situations, which can not only effectively improve students' understanding and mastery of knowledge, but also significantly improve students' innovative thinking ability. For example, in "Gift to Wang Lun", where can Wang Lun's sincere friendship with Li Bai be seen in the poem, this kind of simple question, students can come up without thinking, that is, "Peach Blossom Lake is thousands of feet deep, not as ruthless as Wang Lun". Then further ask "why Wang Lun didn't send it early, didn't eat it, but sent it at this time", this kind of real situation and question can guide students to enter deep thinking and imagine the friendship between the two.

In addition, through the implementation of first-class teaching and the adoption of the "independent + cooperative" model, students' independent learning ability, teamwork ability and ability can be improved.