Against the profound transformation of global basic education and the in-depth advancement of China’s new curriculum reform, the educational paradigm has shifted substantially from the traditional knowledge-oriented instruction toward the cultivation of students’ core literacy. Primary Chinese, as the foundational compulsory discipline in compulsory education, bears irreplaceable responsibilities in shaping students’ linguistic competence, critical thinking, aesthetic taste and cultural inheritance. However, a host of realistic drawbacks still prevail in current urban primary Chinese classroom teaching across China: many young teachers lack systematic educational theoretical accumulation, traditional cramming teaching still dominates daily classroom activities, existing teaching evaluation systems remain trapped in score-centered logic, and most students are incapable of completing independent preview and autonomous in-depth learning, which directly leads to low classroom efficiency and fails to fulfill the core literacy cultivation goal required by curriculum standards. Taking urban primary Chinese teaching as the research object, this paper adopts mixed research methodologies consisting of questionnaire survey, semi-structured in-depth interview and semester-long action research. The research selects three typical urban public primary schools in Hezhou City as research sites, distributes formal questionnaires to 40 in-service Chinese teachers and conducts targeted interviews with frontline teachers and student representatives from ten different teaching classes. After sorting out and analyzing authentic field research data, this paper systematically sorts out four prominent dilemmas restricting the high-quality development of urban primary Chinese teaching, namely the overall insufficient theoretical literacy of young teaching staff, rigid and homogenized classroom teaching methods, backward single-dimensional teaching evaluation mechanism and students’ inadequate autonomous learning capability. Rooted in three mature theoretical systems including core literacy theory, efficient classroom hierarchy theory and the three-classroom metaverse education theory proposed by domestic authoritative education researchers, this study innovatively constructs a three-stage integrated teaching framework consisting of hierarchical pre-class preview design, six-dimensional in-class inquiry teaching and three-classroom-linked after-class extended learning. Through a full-semester comparative teaching experiment between experimental class implementing the new teaching model and control class retaining conventional teaching approaches, empirical data verifies the practical advantages of the proposed teaching mode: the experimental group realizes remarkable improvements in students' independent preview completion rate, classroom active participation frequency and comprehensive Chinese academic performance. Meanwhile, practical teaching also exposes existing limitations such as formalized group cooperative learning activities and insufficient digital hardware investment for the construction of the third meta classroom. On the basis of empirical findings, this study puts forward targeted supporting optimization strategies from four crucial dimensions: standardized school-based teaching research & teacher training system, diversified situational teaching design, categorized multi-dimensional classroom evaluation reform and all-round three-classroom resource integration. The research enriches the practical application path of core literacy-oriented efficient classroom construction in urban primary Chinese education, provides operable practical references for frontline Chinese educators and regional education administrators, and offers empirical evidence for the deepening of local primary Chinese curriculum reform in the new era.

Lin Qunying, Chen Xingji, Hu Yuanchuang. Research on Efficient Classroom Teaching Model of Urban Primary Chinese Based on the Improvement of Students' Core Literacy. Frontiers in Educational Research (2026), Vol. 9, Issue 7: 144-154. https://doi.org/10.25236/FER.2026.090719.

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