Chinese language and literature are the crystallization of traditional Chinese culture and an important component of traditional Chinese literature. This discipline belongs to the traditional humanities category, and its content teaching covers various aspects such as humanities, art, poetry, etc. Its knowledge involves various sections such as history, news, philosophy, etc. Humanistic literacy specifically refers to the level of development and comprehensive qualities that people have achieved in the humanities. This paper designs and offers high school Chinese language that align with the contemporary societal demands for excellence and relevance in secondary education, emphasizing both linguistic proficiency and literary appreciation. Faced with a fiercely competitive market environment, the spirit of social entrepreneurship not only requires a solid theoretical foundation of high school students' skills, but also demands overall qualities of high school students. At present, most social environments tend to have biases towards high school students, believing that their communication skills and adaptability are poor. However, through Chinese language and literature education, students can be inspired to participate in their activities. The problems with high school students' Chinese language writing ability are biased training methods and a lack of initiative among high school students. This article proposes measures for the coordinated development of high school students' Chinese language writing ability and aesthetic literacy, in order to cultivate talents with high humanistic literacy needed in the 21st century.

Jiani Lin. The coordinated development of high school students' Chinese language writing ability and aesthetic literacy. Frontiers in Educational Research (2024) Vol. 7, Issue 10: 210-215. https://doi.org/10.25236/FER.2024.071034.

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