Research On The Cultivation Of Junior Middle School Students' Chinese Core Literacy In The Perspective Of Classroom Management

This is a study of how teachers can reasonably and effectively manage classroom teaching and cultivate Chinese core literacies in middle school students when they are learning a language in the classroom,aiming to improve the effectiveness of teaching management in middle school Chinese classes.Chinese core literacy is a kind of language ability and quality that students establish in language practice and show in real language situation,which is also the comprehensive embodiment of language knowledge and language ability,thinking method and thinking quality,emotion,attitude and values acquired by students in Chinese learning,mainly including four aspects,namely "construction and the use of language" " development and improvement of thinking" " appreciation and creation of aesthetic " and "heritage and understanding of culture".Macro classroom teaching management mainly refers to that macro grasp,regulation and orientation of classroom teaching management with the national teaching management department as the main body,and the formulation of the corresponding classroom teaching management system.Mesoscopic classroom teaching management refers to the school teaching management departments,local education administrative departments at all levels combine with the local reality and the current situation of the school,to formulate and implement the corresponding management plan for the school and local teaching.Micro-level classroom management refers to the coordination and organization of teachers and students in the construction of the classroom environment,creation of classroom atmosphere,the solution of specific classroom problems,and the successful completion and testing of classroom teaching objectives in the specific classroom environment,whose main feature is the direct participation of teachers and students as the management subjects of classroom teaching and learning,and the realization of contextual management mainly through teacher-student interaction and cooperation.Classroom teaching management in this study integrates macro,meso,and micro connotation definitions and defines it as the whole process of organizing and coordinating the elements of classroom instruction,which mainly includes five parts: designing teaching objectives,creating teaching situations,organizing teaching contents,applying teaching methods,and regulating the teaching process.In order to thoroughly investigate the cultivation of middle school students' Chinese core literacy from the perspective of classroom teaching management,this study used a combination of literature research,survey research,and non-participant observation.First,with the help of literature studies,the author explored the connotation of Chinese core literacy and classroom teaching management firstly.Then,three major theoretical foundations regarding the cultivation of middle school students' Chinese core literacy from the perspective of classroom teaching management were analyzed.These three major theories are core literacy theory,organizational behavior theory,and critical theory of educational management.At the same time,the four values of cultivating Chinese core literacy for junior high school students were explained.Students build,accumulate,transform,reorganize,convert and use language structures to express their will accurately;Students' intuitive,figurative,logical,dialectical and creative thinking developed and enhanced;the appreciation of beauty and creation of beauty as well as the transmission of excellent Chinese culture and the understanding of international multiculturalism matter much.Second,the research method was applied.The Chinese teachers in the middle school of X middle school in L city,Guangxi Zhuang Autonomous Region were selected as a case.The classroom management perspectives of middle school language teachers were extracted,to highlight the lack of classroom management perspectives in fostering middle school students' Chinese core literacy.Finally,the observation method was adopted to seek evidence of the reality of the absence of classroom management perspectives on the cultivation of Chinese core literacy among middle school students and to explore the reasons behind the absence.In nurturing students' four core competencies-"language construction and use" "thinking development and enhancement" "aesthetic appreciation and creation" and "cultural heritage and understanding ",teachers' perspectives on managing classroom instruction are missing.It is mainly manifested in the lack of teaching objectives,teaching situations,teaching contents,teaching methods and teaching processes from design to regulation.There are five specific characteristics: vague design of teaching objectives;lack of teaching contexts;fragmented organization of teaching contents;inappropriate use of teaching methods;and weak regulation of the teaching process.Through the above study,the researcher attempts,in response to the lack of classroom teaching management perspective,to propose strategies for the cultivation of middle school students' Chinese core literacy in the classroom teaching management perspective.The first strategy is to precisely design the Chinese core literacy objectives of "language construction and use" "thinking development and enhancement," "aesthetic appreciation and creation," and "cultural heritage and understanding." The second strategy is to create teaching contexts.Strategy3 is to organize the teaching contents.Strategy 4 is to use flexible methods and Strategy 5 is to dynamically adjust the teaching processes.Of course,the factors affecting the cultivation of Chinese core literacy of junior high school students are characterized by complexity and diversity.Those who continue to study in depth the cultivation of middle school students' Chinese core literacy under the vision of classroom teaching management will also still face many challenges.However,it is possible to expand the research object,broaden the research perspective,and conduct a comprehensive inquiry and analysis of multidimensional factors affecting classroom instructional management,etc.