Primary School Chinese Teachers' Understanding Of Chinese Core Literacy And Research On Training Strategies

In the "Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Establishing Morality and Cultivating People" issued by the Ministry of Education in 2014,the Ministry of Education pointed out that the key to curriculum reform is to cultivate students' core literacy,while the discipline core literacy is the embodiment of core literacy.At present,the research on Chinese core literacy is on the rise,but most of them are concentrated in senior high school,and there are relatively few studies on primary school Chinese core literacy.Taking teachers as the research object,this paper probes into teachers' understanding of Chinese core literacy.It is of great significance to cultivate students' Chinese core literacy.This paper uses a combination of qualitative and quantitative research methods,such as literature,questionnaire,interview method and classroom observation method to study primary school Chinese teachers' understanding of Chinese core literacy and classroom practice training.First of all,a questionnaire survey was conducted among 420 primary school Chinese teachers in Q city,and after eliminating the invalid questionnaires,SPSS 24.0 was used to analyze the collected data.Secondly,8 primary school Chinese teachers were randomly selected for interviews in Q city,and combined with the different grades' classroom observation,and the main results are as follows: there are significant differences in primary school Chinese teachers' overall understanding of Chinese core literacy in school types.Teachers in rural schools pay more attention to language construction and application literacy,thinking development and improvement literacy and cultural inheritance and understanding literacy than urban school teachers;there is no significant difference in primary school Chinese teachers' understanding of aesthetic appreciation and creative literacy in various demographic variables;there are significant differences in primary school Chinese teachers' understanding of cultural inheritance and understanding literacy at the educational level;compared with aesthetic appreciation and creative literacy,cultural inheritance and understanding literacy,primary school Chinese teachers think that language construction and application literacy,thinking development and promotion literacy are more important;primary school Chinese teachers have no clear systematic training strategies for the cultivation of Chinese core literacy;the classroom practice of primary school Chinese core literacy needs to be improved.In view of the current situation of primary school Chinese teachers' understanding of Chinese core literacy and classroom practice in Q city,in order to improve teachers' understanding of Chinese core literacy and better promote the cultivation of primary school students' Chinese core literacy,some suggestions are put forward as follows: renew the educational concept and strengthen teachers' study of Chinese core literacy;pay attention to teaching students in accordance with their aptitude to enhance students' ability to construct and use language;create problem situations to promote the development and improvement of students' thinking quality;infiltrate aesthetic education to stimulate students' appreciation and creativity of beauty;to create a cultural environment to deepen students' cultural inheritance and understanding;to strengthen teachers' professional development and improve their own quality.