Chinese literacy is a comprehensive literacy centered on Chinese ability, and its elements include Chinese knowledge, language accumulation, Chinese ability, Chinese learning methods and habits, as well as thinking ability and humanistic literacy. In the curriculum standards, the connotation of Chinese literacy is very rich. It is by no means a simple language skill, but a comprehensive civilization accomplishment, which is an indispensable basic accomplishment for individuals to integrate into society and develop themselves. The concept of Chinese literacy makes Chinese teaching carry forward the spirit of scientific rationality, pay attention to the accuracy, conciseness and practicality of language, meet the basic requirements of national modern production, prevent people from being instrumentalized, and pay attention to the historical transcendence of Chinese teaching syllabus. How to improve students' Chinese literacy? As the most basic primary school Chinese teacher, I think we should do the following: First, cultivate students' interest in Chinese. A new round of curriculum reform is in full swing. The new curriculum standard requires that "teachers should be good at stimulating students' interest in learning, creatively carry out various forms of teaching activities, and strive to form teaching personality". Teacher Yu Yi once said: "If teachers have the ability to stimulate students' interest and curiosity in learning Chinese, teaching will be more than half successful, and students will have a good starting point in learning Chinese, so they will not feel bitter and have fun from it." Interest in learning is a manifestation of learning needs. Necessity is the basic skill of human activities and the source of individual enthusiasm, which urges people to pursue certain goals in a certain direction and seek satisfaction through action. The stronger and more urgent the demand, the more powerful the activities it causes. If students can realize the urgency and necessity of Chinese learning, they will be more interested in Chinese learning and participate more actively. Students' interest in learning Chinese is mainly cultivated by teachers. Stimulating students' interest in learning Chinese in teaching is the basis for successfully completing teaching tasks and receiving good results. Second, cultivate students' good Chinese study habits 1. Establish a sense of learning more. From the beginning of students' contact with Chinese subjects, Chinese teachers have the obligation to make students clear about the task of Chinese learning. Chinese learning is mother tongue learning, and there are many interesting things in the ocean of Chinese knowledge. Learning Chinese well can improve our knowledge and self-cultivation, so we should all study Chinese hard and learn more. 2. Stimulating more reading can broaden students' horizons. Reading is a skill, an effective means to improve writing level and a practical process. Vocabulary is the main unit of language expression and plays an important role in language learning. Without words, nothing can be conveyed. Of course, in the process of reading, vocabulary plays an important role in the acquisition of language information. We can not only easily enlarge our vocabulary by reading interesting foreign novels or interesting topics, but also exercise our ability to think from different angles by reading a lot. A lot of reading can also enrich our brains, increase knowledge and insight, and improve our self-cultivation. This shows the importance of reading a lot. Therefore, it is necessary to cultivate students' interest in reading from primary school. Gorky said, "All my good things are attributed to books." Reading is an important means to acquire knowledge. This is also reflected in education. In today's Chinese teaching, reading teaching is a vital part. Reading teaching includes two parts, one is reading in class, and the other is reading outside class. Classroom reading refers to the reading activities carried out by students in class under the guidance of teachers. Extracurricular reading refers to students' independent reading activities after class. It is the most important content in extracurricular Chinese activities, the continuation and expansion of in-class reading, and an essential link in the cultivation of reading ability. It plays an important role in stimulating students' interest in learning and cultivating students' Chinese ability, especially in improving junior high school students' understanding ability and oral communication ability. This semester, with the help of the "four supports and one support" spring breeze, we arranged for students to go into the school library and borrow books that are most suitable for primary school students to read at present. They read the new book with rapture. Mr. Ye Shengtao pointed out that reading is an absorbing thing. From reading, we can learn about other people's experiences, and from writing, we can show our experiences and express our feelings. Learning to write from reading and combining reading with writing are the basic laws of Chinese teaching and students' learning Chinese. In particular, we should pay attention to cultivating students' interest in extracurricular reading, broadening their knowledge and further enriching language representation. Only when students study in reading teaching can they become interested in speaking and writing. Einstein once said, "Interest is the best teacher." If students are not afraid of learning, have no psychological barriers, are willing to learn and take the initiative to learn, Chinese teaching will be half successful. As an important part of reading, extracurricular reading is to stimulate students' interest in learning and cultivate their Chinese ability, especially in improving junior middle school students' understanding ability and oral communication ability. Only by fully recognizing its importance and giving students reasonable guidance and guiding them to make full use of extracurricular reading resources inside and outside the school can we serve to improve students' Chinese literacy. 3. To improve the interest in writing is not to write a long composition, but to pay attention to writing every word with a pen in daily Chinese learning. From the beginning of reading and writing words, students are required to pay attention to some good words, sentences and paragraphs and take the initiative to extract and recite them. Besides accumulating other people's experience, we should also develop the good habit of "writing Chinese". When I teach first-year students, I encourage them to learn new words through comparison and contact. In the first semester of senior high school, through literacy teaching, I began to focus on cultivating students' ability to sort out homophones and homophones, requiring them to sort them out during extracurricular preview and write words next to the vocabulary of each lesson. I arranged three to five minutes to give feedback on their arrangement of each class and give encouragement to the students who have arranged better. Over time, they began to like such activities in China, and gradually formed a habit. In the second grade, they learned to look it up in the dictionary. I encourage students to "bloom" new words (enlarge words) in the preview and put them next to the list of new words. Every time a new word is taught in the first class, it is arranged into a game after the new word is taught. The Chinese class added this link, and the students liked it very much, and their enthusiasm was particularly high. Every time they report, they are in a hurry, for fear that they can't publish the new words they learned by looking up the dictionary before class. Cultivating academic qualifications is a long process. In two years, just open any child's Chinese textbook now, and you will see that there are similar words and phrases carefully arranged by them next to the vocabulary of each lesson, and each new word has three to five. After entering the third grade, I added another item to their preview task: try to find the most intriguing and beautiful sentences between the lines of the text after previewing the words, draw them down and write down my feelings next to them, even if there is only one "good!" Words will do. In the past three years, watching children's interest in learning Chinese is getting stronger and stronger, listening to their emotional recitation and paying attention to the growth of their ability to learn Chinese, I can't help but feel that writing more at ordinary times not only accumulates vocabulary, increases vocabulary, but also enhances language sense. Insist on writing more, leaving traces in their Chinese learning and laying the foundation for their future writing. The highest level of learning is to apply what you have learned, and the level of writing is the best witness of Chinese learning.