Research On Teaching Strategies Of Ancient Poetry In The Third Section Of Primary School From The Perspective Of Core Literacy

The development trend of economic globalization,social informatization and cultural diversification is becoming more and more obvious in today’s era.In order to adapt to this development trend,enhance international competitiveness and promote the steady forward development of society,China deepens education reform and constantly updates and improves education initiatives with the aim of cultivating high-quality talents and promoting the all-round development of students.The release of the Language Curriculum Standards for Compulsory Education(2022 Edition)clarifies the connotation and specific content of core literacy in language subjects at the compulsory education level,and emphasizes changing the way of educating people,highlighting the main position of students and focusing on developing their core literacy.The proportion of ancient poems in the primary language textbook of the Ministry of Education has increased significantly compared with that of the Human Education version,and the selected ancient poems have a fit with the core literacy of language subjects,which is an important teaching resource for cultivating students’ core literacy.Based on the above-mentioned background,this thesis takes the strategy of teaching ancient poetry in the third grade of elementary school in the context of core literacy as the research theme,and uses questionnaire survey method,interview survey method,and case study method as the research methods to carry out the study.This study combines the connotation of language core literacy with a questionnaire survey of elementary school third-grade students to analyze the cultivation of students’ core literacy in classroom teaching of ancient poetry,and interviews with elementary school third-grade language teachers on cultivating students’ language core literacy in teaching ancient poetry.The problems are: neglecting cultural understanding,lacking cultural connotation excavation;neglecting recitation value,lacking recitation guidance;neglecting thinking development,lacking independent inquiry;neglecting aesthetic experience,lacking aesthetic guidance.The above problems were attributed to the fact that the teaching philosophy of ancient poetry was restricted by "examination-oriented" education,the teaching objectives of ancient poetry deviated from core literacy,the teaching process of ancient poetry ignored students’ subjectivity,and teachers’ insufficient ancient poetry literacy.In view of the problem that the teaching of ancient poetry in the third grade of elementary school has not effectively implemented core literacy,this thesis puts forward strategic suggestions.The first is to establish a correct concept of teaching ancient poetry,and the specific strategies are: to adhere to the concept of cultivating core literacy in language;to give full play to students’ subjectivity.The second is to reasonably design the teaching objectives of ancient poems,with specific strategies: designing teaching objectives based on core literacy,emphasizing cultural confidence,attaching importance to language use,developing thinking ability,and paying attention to aesthetic creation;designing teaching objectives based on the content of ancient poems;designing teaching objectives based on learning conditions.The third integrates the teaching strategies of ancient poems and specific measures: return to excellent culture and promote cultural heritage;emphasize language foundation and develop language ability;pay attention to thinking development and train thinking ability;emphasize aesthetic experience and improve aesthetic ability.Fourth,to improve teachers’ professionalism,specific measures: teachers improve ancient poetry literacy;teachers pay attention to ancient poetry teaching reflections.