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Frontiers in Educational Research, 2023, 6(17); doi: 10.25236/FER.2023.061725.

Teaching Practice of Core Literacy of Chinese in Senior High School


Yu Zhang

Corresponding Author:
Yu Zhang

Huaibei No. 1 Middle School, Huaibei, Anhui, 235000, China


With the release of the research results of Chinese students' core literacy development and the establishment of the framework of students' core literacy development and various disciplines, the core literacy idea has begun to deepen into various disciplines. The core literacy of Chinese discipline includes four aspects: language construction and application, thinking development and promotion, aesthetic appreciation and creation, cultural inheritance and understanding, among which language construction and application are related to the ontology of Chinese discipline. Teachers should pay attention to cultivating students' core abilities such as language application ability, innovative thinking ability and literary aesthetic ability in Chinese teaching, so as to effectively improve students' core literacy of Chinese subject and improve the quality of Chinese teaching in senior high schools. In the context of the new college entrance examination, new textbooks, and new curriculum standards, the transformation of high school Chinese classroom teaching is imperative. Three kinds of classroom teaching, namely, "reverse teaching design based on understanding", "thematic discussion under critical thinking" and "deep learning from the perspective of academic research", which point to the core quality of the discipline, help guide students to accumulate speech experience in real learning situations, develop thinking ability, cultivate aesthetic interest and accumulate cultural heritage.


Chinese discipline; Core competencies; Teaching Practice

Cite This Paper

Yu Zhang. Teaching Practice of Core Literacy of Chinese in Senior High School. Frontiers in Educational Research (2023) Vol. 6, Issue 17: 158-163. https://doi.org/10.25236/FER.2023.061725.


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