Frontiers in Educational Research, 2026, 9(5); doi: 10.25236/FER.2026.090521.
Fan Yang1,2, Jinbao Li1, Yutong Zhong1
1School of Mathematics and Physics, Suqian University, Suqian, Jiangsu, 223800, China
2School of Mathematics and Statistics, Qinghai Normal University, Xining, Qinghai, 810008, China
Enhancing students’ literacy from the perspective of head teachers in the basic education stage is a crucial step in implementing the fundamental task of fostering virtue and cultivating talents, as well as an essential path for promoting the innovative development of basic education. As China’s basic education enters a phase of deep reform guided by core competencies, the focus of cultivating student literacy is shifting from curriculum design to daily educational practice. As the primary organizers and guides of students’ school lives, the work purview of head teachers has a decisive impact on the effective implementation of literacy goals. This study focuses on the critical period of literacy foundation in the lower grades, aiming to systematically explore effective pathways for head teachers to enhance student literacy through class management practices. The article first analyzes the necessity and contemporary mission for head teachers to strengthen literacy cultivation within the core competencies framework, and subsequently identifies the main aspects of student literacy that should be prioritized in the lower grades. The research thoroughly examines four key dilemmas currently faced in practice. Based on this analysis, a set of effective and positive countermeasures is proposed. This study aims to provide a theory-informed and practice-oriented reference framework for frontline head teachers, demonstrating that effective class management itself serves as a powerful engine for enhancing student literacy.
Head teacher’s work, Student literacy, Class management, Lower grades, Strategy study
Fan Yang, Jinbao Li, Yutong Zhong. Study on Strategies for Improving Students' Literacy from the Perspective of Head Teachers in the Basic Education Stage in China — Based on Lower-Grade Class Management Practice. Frontiers in Educational Research (2026), Vol. 9, Issue 5: 152-159. https://doi.org/10.25236/FER.2026.090521.
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