1 Based on core literacy, highlight teaching objectives and take the education of literate people as the guidance.
Teachers should understand the connotation of core literacy, fully grasp the educational value of Chinese teaching, emphasize teaching by writing, regard intellectuals as the fundamental task of Chinese teaching, and clearly reflect the educational intention of teaching objectives. Guide students to gradually establish a correct world outlook, outlook on life and values in the process of learning to use Chinese language, understand Chinese excellent traditional culture, revolutionary culture and advanced socialist culture, accumulate profound cultural details and enhance cultural self-confidence.
Teachers should fully understand the unity of instrumentality and humanism in Chinese curriculum, start with cultivating core literacy, grasp the characteristics of the integration of four aspects (cultural self-confidence, language use, thinking ability and aesthetic creation), set teaching objectives with both emphasis and integration, pay attention to the overall improvement of students' core literacy in the process of literacy and writing, reading and appreciation, expression and communication, combing and exploration, and pay attention to the relationship between teaching objectives.
Combining the characteristics of specific Chinese textbooks, closely following the core literacy, giving full play to the educational function and cultivating students' ability.
2 reflect the characteristics of the Chinese learning task group and plan the learning content as a whole.
Teachers should clearly define the orientation and characteristics of learning task groups, accurately understand the learning content and teaching tips of each learning task group, and on this basis, comprehensively consider the teaching material content and students' situation, involving different types of learning tasks, rely on learning tasks to integrate learning situations, learning contents, learning methods and learning resources, arrange coherent Chinese practice activities, pay attention to the combination of Chinese and life, pay attention to the internal relationship between listening, speaking, reading and writing, and pursue language, knowledge, skills, thoughts and feelings, cultural literacy and other aspects and levels.
Pay attention to the differences between schools and students in different regions, reasonably arrange learning contents, grasp learning difficulties, organize learning activities to provide learning support according to students' needs, guide students to accumulate Chinese learning experience in the process of completing tasks and solving problems, and develop the basic literacy needed for future study and life.
Pay attention to the differences among students, design different teaching difficulties for different groups, guide students to complete tasks independently and accumulate learning experience.
3. Create a real and meaningful learning situation and highlight the practicality of Chinese learning.
The setting of learning situation should conform to the general law of the overall improvement and spiral development of core literacy. Chinese learning situation originates from the real demand of using language in life and serves to solve real problems in real life. The creation of situation should establish the connection between Chinese learning, social life and students' experience, conform to students' cognitive level, integrate key Chinese knowledge and Chinese ability, and embody the process and method of solving typical problems by using Chinese. Guide students to learn the application of language in various daily life scenes and social practice activities.
Learning in creating situations, combining specific teaching materials to help students establish correct values, necessary qualities and key abilities, highlighting the practical characteristics of Chinese courses, cultivating students' abilities, and achieving the purpose of applying what they have learned and being brave in innovation.
Pay attention to the changes of Chinese life in the Internet era, and explore the changes of Chinese teaching and learning methods.
Teachers should pay attention to the new phenomena and features of language in daily life in the network age, understand the profound influence of information technology on students' reading and communication, grasp the trend of deep integration of information technology and Chinese teaching, and give full play to the value and role of information technology in Chinese teaching reform. Actively use the network resource platform, broaden the learning space, enrich and integrate learning resources, provide multi-level and multi-angle reading, expression and communication opportunities, and promote the multi-interaction between teachers and students in Chinese learning.
Use the network platform to broaden students' knowledge, provide conditions for students' personalized and creative learning, and solve various teaching channels.