Chinese curriculum should be devoted to the formation and development of Chinese literacy. So, what is Chinese literacy? Chinese literacy is a comprehensive literacy with Chinese ability as the core. A person's Chinese literacy at least includes his Chinese ability, language accumulation, Chinese knowledge, learning methods and habits, cognitive ability and humanistic literacy. Chinese teaching is the main way to cultivate primary school students' Chinese literacy, and Chinese classroom teaching is the main position of Chinese teaching. In the whole Chinese teaching, reading teaching plays a vital role, which is the guarantee of accumulating Chinese knowledge and the best way to improve Chinese literacy. So how to cultivate primary school students' Chinese literacy? I think it can be practiced from the following aspects: first, stimulate students' interest in learning and mobilize their enthusiasm for learning. Improving students' Chinese literacy is not an empty talk. We often say, "Interest is the best teacher." Only by stimulating students' interest can we stimulate students' desire for learning and let them accept knowledge naturally and happily. Therefore, classroom teaching should attach great importance to cultivating students' interest in learning in order to stimulate students' strong thirst for knowledge. Before teaching a new text, I always pay attention to using different methods to stimulate students' interest in learning according to the different characteristics of the text. When I was teaching the lesson "Fish is upstream of the paper", I adopted the method of directly introducing the topic, and asked the students to write the empty topic after me. When writing on the blackboard, I deliberately swam the fish to the paper and drew it on it. The students were very excited and quickly corrected my mistakes. I followed the trend: hey, no, fish are living animals. Can only be drawn on paper. How can it swim on paper? In this way, students are very interested and eager to enter the text to find out, which naturally arouses students' curiosity and thirst for knowledge and arouses their enthusiasm and initiative in learning. It is more attractive to students with strong curiosity, so I will immediately seize students' interest points, arouse students' interest in learning and arouse children's enthusiasm for learning, so that the effect will be better. Second, classroom reading teaching based on reading aloud. It is far from enough to arouse students' enthusiasm, which only represents students' willingness to learn. Then, as the main position to cultivate Chinese literacy, Chinese classroom relies on the text, which requires teachers to adopt various feasible methods to help them better integrate into the text, understand the text and achieve their goals. The articles selected in students' textbooks are all model essays in terms of wording and sentence making. Therefore, we should fully rely on texts in reading teaching, and how to make full use of good texts to cultivate Chinese literacy? In the primary school classroom, all reading texts should be read from beginning to end, and a good sense of language should be cultivated in reading. Therefore, for some good texts, students should even recite them in addition to reading them several times in class, which can enhance their direct perception of language. For example, when teaching the second volume of the fourth grade text "Touching Spring", because of the profound content of this text, primary school students have no real life experience and cannot understand the content of the text quickly. Many sentences in the text are very long and difficult to read, so I repeatedly ask students to read them and even ask them to recite them in class on the basis of familiarity. Through repeated reading, students' feelings are more deeply integrated, which not only enhances the reading training, but also allows students to experience learning in the process of reading. Third, pay attention to cultivating students' practical ability. Chinese is a practical course, so we should pay attention to cultivating students' practical ability. So as to mobilize the enthusiasm and initiative of students and train the agility of thinking. In reading teaching, it is of great significance for students to use their knowledge to train language practice, which can improve teaching efficiency, activate thinking, cultivate innovative spirit and develop personality, thus improving Chinese literacy in an all-round way. Curriculum standards point out that reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice. Let students deepen their understanding and experience in active thinking and emotional activities, and feel and think. So I often practice Chinese purposefully according to the content of the text. For example, when teaching Prometheus, let students use their imagination and say what you would say to Prometheus if you stood on the edge of a cliff and watched him suffer. When teaching Guilin landscape, let the students talk about how you want to be a good tour guide and introduce this beautiful scenery to your friends and relatives. After the questions were raised, the children scrambled to speak, and the classroom atmosphere was very warm. Generally speaking, after thinking quickly, discuss it in the group first, and then recommend good communication in the whole class. In this way, it is very effective to talk about communication first and then write down what they say, so that what students have learned in textbooks can be verified in practice, thus achieving the goal of improving students' Chinese literacy. Fourth, practice writing in time to improve the level of composition. Reading is the basis of composition. Chinese teaching should not only cultivate students' listening and speaking ability, but also cultivate students' reading and writing ability. Teachers should find out the combination of reading and writing in Chinese textbooks, and after teaching students how to express their feelings in reading, they should understand the ingenuity of the author's words and sentences, grasp the transfer from reading to writing, and master writing skills in a down-to-earth manner. There are many articles in Chinese textbooks that give us a feeling of wanting more and provide us with a lot of room for imagination, such as Prometheus, what happened after Prometheus was saved by Hercules, and what the life of blind girls will be like after touching spring. At this time, we can suggest that students pick up their pens, fill in the blanks, let students' imagination run freely and broaden their horizons, which not only deepens their understanding of the content of the article, but also gives them a good opportunity to practice writing. Students express their feelings on the basis of reading and deeply understanding the text, so they write sincerely. "I write my heart by hand", in the long run, students' writing level will be improved, thus improving students' Chinese literacy. Fifth, pay attention to the guidance of extracurricular reading. Many children like reading very much, but many children don't have good reading habits, such as narrow reading range, forgetting after reading and not paying attention to reading notes. This often takes time, but it may not achieve good results, which requires teachers to spend some time in class to understand children's extracurricular reading. In order to correct children's extracurricular reading habits and effectively combine in-class and out-of-class, I have adopted the following methods. First, consciously cultivate the dialogue between children and the text in class, and make good reading notes. My request is that when previewing a new text, first find out the sentence paragraphs that I feel the most or think are best written, write down my feelings next to them, then perceive the text as a whole, try to talk to the text and the author, and write them down. In this way, after a semester of study, children's thinking ability has been greatly improved, and they can accurately grasp the key points in the text and get proper understanding. Over time, children have developed the good habit of taking reading notes and felt the charm of reading. In view of the problem that some children's reading faces are too narrow, I think teachers should introduce them to students appropriately in class and give full play to the charm of stories to let students read actively. What primary school students read most is textbooks, and some of the contents of textbooks are selected from famous books.