A Hierarchical Study On The Transformation Of Chinese Core Literacy Curriculum

Chinese is the native language course in our country,which is a subject with strong practicality.The study of Chinese knowledge is extremely important to the overall development of students.In June 2020,the Ministry of Education issued the language and literature curriculum standards(2017 edition revised in 2020).The plan pointed out that the Chinese curriculum should put more emphasis on core literacy and promote the in-depth reform of the Chinese curriculum.In this context,how to promote the smooth implementation of Chinese core literacy in the Chinese classroom,so as to build a Chinese classroom in the context of core literacy,has become a hot issue that academia and frontline Chinese teachers pay close attention to.Although the core Chinese literacy is advancing like a raging fire,there are still many problems in the implementation of the top-down core Chinese literacy.The real reason behind this is that two key elements have been ignored.One is the conversion of courses.Curriculum transformation is hierarchical,and the difference of subjects at each level causes a certain degree of gap in the transformation of Chinese core literacy.The second is Chinese teachers.Chinese teachers are the translators between the course materials and students.Their understanding of Chinese courses and the process of teaching transformation restrict the softening and landing of the core literacy of the subject.Therefore,the study of Chinese core literacy needs to pay attention to the level of Chinese teachers' curriculum conversion and the corresponding level dilemma.This research attempts to take the core literacy of Chinese as an entry point,from the perspective of curriculum transformation,take primary school Chinese teachers as the research object,and use primary school Chinese classroom teaching as the research field to construct three levels of core Chinese literacy curriculum transformation,and use qualitative research methods.Exploring the level dilemmas encountered by Chinese teachers in the three levels of curriculum conversion,so as to form a level path for the conversion of Chinese core literacy courses.First of all,this research uses the literature method to make a comprehensive analysis of core literacy,curriculum conversion,and core Chinese literacy curriculum conversion,creatively proposes the characteristics of core Chinese literacy curriculum conversion,and on this basis,transforms the core literacy curriculum of Chinese.The value implication is analyzed,and the three levels of the transformation of the Chinese core literacy curriculum are constructed.Subsequently,this research faithfully recorded the transformation of the core literacy curriculum of Chinese teachers in the real classroom teaching environment through three months of in-and out-of-class observations and individual interviews with text and audio materials of three Chinese teachers in the fourth and fifth grades of elementary schools of different teaching ages.The level and practice patterns of Chinese teachers analyze the realistic dilemmas encountered by Chinese teachers in the three levels of "ideal form-teaching plan form-student form".Finally,this research starts from the hierarchical dilemma of the transformation of Chinese core literacy courses,and proposes a construction strategy for the transformation of Chinese core literacy courses,so that the core literacy of Chinese can really take root in the classroom,so as to achieve the goal of cultivating students' core literacy.