Research On The Teaching Of Literacy In Primary Schools Based On Core Literac

Social economy is constantly developing,science and technology are constantly updating and progressing,and China’s education has also entered a new round of education reform with the proposal of "core literacy".Under the guidance of the spirit of the 19th National Congress of the Communist Party of China,implement the fundamental task of cultivating people by virtue,further cultivate students’ core literacy,so that students can become all-round development.In the primary school stage of compulsory education,the primary school teachers should strive to cultivate and develop the students’ core literacy,which is the embodiment of bringing the moral cultivation into practice.Primary school Chinese teachers should also seriously interpret the core quality and the core quality of primary school Chinese discipline,deeply study the primary school language curriculum standards,recognize the current situation of the core quality of primary school Chinese curriculum teaching development,reflect on and improve the primary school Chinese curriculum teaching,and strive to improve the core quality of primary school students.Therefore,this subject is pointing to the development of students core literacy elementary school low Chinese literacy teaching,for primary school Chinese teachers to develop students core literacy teaching reform provide reference theory and experience,also provide comparison reflection theory of literacy teaching,help teachers according to the development of students core literacy and update literacy teaching methods and mode,multiple evaluation,so as to promote the core literacy education as soon as possible.First of all,The core accomplishment is an important goal of curriculum reform in the new era,It is worth clarifying the direction of curriculum reform at the overall level;Chinese teaching is an important link in developing students’ core quality,It is worth discussing and developing students’ core literacy from the perspective of Chinese subjects;At present,there are many difficulties in low-grade Chinese literacy teaching in primary schools,The research background should be explained by solving the dilemma with the core literacy as the point,This study was first conducted by consulting the literature on Chinese and primary school language;Literacy and literacy teaching;Core literacy,core literacy education and other related literature were sorted out and analyzed,Definfines Chinese and primary school language;Literacy and literacy teaching;The concept of core literacy and core literacy education,And to clarify the current situation of its research.Secondly,a questionnaire based on the development of low-level literacy teaching research,distributed to lower Chinese teachers,and description and statistics was designed to understand the status of low-level literacy teaching based on the development of students’ core literacy.Again,Data analysis based on the questionnaire summarizes the development of students’ core literacy in literacy teaching,It boils down to this: in literacy teaching,Teachers are able to adopt multiple literacy methods,However literacy methods are less used;In literacy teaching,Most teachers can achieve the integration of shape,sound and meaning,But a small number of teachers did not do it;In literacy teaching,Most teachers ignore the contextual application function of words;In literacy teaching,The goal of literacy teaching is difficult to achieve comprehensively,Students happy learning and other qualities have not been formed;In the literacy teaching status,Schools and teachers attach great importance to literacy teaching,But parents don’t have much support for literacy teaching;In Literacy Teaching,Students have a lack of overall interest in literacy,Independent literacy ability is not high;Judging from the effect of literacy teaching,Literacy teaching function has old cognition,It has not yet risen to a new perspective of developing core literacy.The attribution analysis of this found that the study of core literacy education theory itself is insufficient;teachers lack systematic and professional language theory and core literacy theory;lack of reference of core literacy education teaching practice exploration cases;lack of support of core literacy education environment.Finally,in view of the above problems,the specific path is put forward for the development of students ’core literacy: to grasp the core: to implement the teaching activities pointing to the core literacy;to grasp the key: to improve the competence of teachers’ core literacy education;to build a platform: to carry out the teaching evaluation of the development of core literacy.