A Study On Chinese Textual Close Reading Teaching In Elementary Schools Guided By Core Literacy

With the cultivation of core literacy as the guiding direction,primary school language subject education places greater emphasis on student autonomy,the holistic nature of knowledge and the integration of subjects,and is dedicated to promoting the all-round development of students.Reading teaching is one of the main ways for students to acquire language knowledge.Literature texts occupy a large proportion of the primary school language textbooks organised by the Ministry of Education,and play a great role in promoting the cultivation of language skills and humanistic spirit because of their quality and beauty.However,due to the lack of theoretical construction and practical inquiry,the current teaching of close reading of primary school language texts,there are a number of incompatible problems,such as the lack of theoretical knowledge of teachers,resulting in an overall grasp of it,only for the ‘close’ reading;teaching methods are not appropriate,the actual teaching effect can not be The lack of theoretical knowledge has led to teachers not being able to grasp the subject as a whole and reading it for the sake of reading it in detail.Fortunately,the research done by previous researchers on the teaching of close reading of texts has laid a solid foundation for further improvements in the quality of close reading of texts.This article takes the promotion of core language literacy as a guide,uses the text of primary school language textbooks prepared by the Ministry of Education as a model,and combines the knowledge classification theory of cognitive psychology to explore the teaching of text close reading under the guidance of core language literacy.Among them,constructivist theory,knowledge classification theory and receptive aesthetics theory are the theoretical foundations of this study.The study follows the research process of collating data,analysing data,identifying problems,analysing problems,solving problems,and innovative migration,in which problem awareness is always present,and seeks to make close reading of texts one of the key points of reading teaching,so that the corresponding subject knowledge can be extracted from the textbook texts,and the theoretical summary and practical application benefits of core language literacy can be enhanced,ultimately achieving the goal of promoting students’ key subject competencies.The core competencies of the subject can be developed.The four core literacies are based on ‘language construction and use’,‘thinking enhancement and development’,‘aesthetic appreciation and creation’ and ‘cultural transmission and development’.The four core elements of language literacy are discussed,and the current situation in the primary school reading classroom is used as a starting point to clarify the main aspects of textual reading,and to explore and consider how textual reading can contribute to the development of core language literacy,from basic language skills to the development of aesthetic awareness.This paper explores the ways in which textual reading can be better applied to primary school reading teaching and serve the learning community of teachers and students,with the aim of improving the significance of textual reading for primary school reading teaching and even for the cultivation of core literacy in language subjects.This paper argues that the basis for the teaching of close reading in the context of core language literacy comes from constructivist theory,knowledge classification theory and the theory of receptive aesthetics,and that the process of teaching close reading in this context is based on four major elements guiding the teaching objectives of close reading,the classification of knowledge to clarify the content of close reading,the application of mobile methods of teaching close reading,and the evaluation of close reading by multiple subjects.