How to understand the subject core literacy is an essential character and key ability that students gradually form to meet the needs of personal lifelong development and social development in the process of receiving education in the corresponding period.

It is the synthesis of students' knowledge, skills, emotions, attitudes and values.

It points to the process and pays attention to students' understanding in the training process, rather than being result-oriented;

At the same time, core literacy is stable, open and developmental, which is a dynamic optimization process of lifelong sustainable development and advancing with the times, and is the basic guarantee for individuals to adapt to the future society, promote lifelong learning and achieve all-round development.

1. On the goal, the concept of core literacy points to the answer to the question "What kind of people should education cultivate".

Because its scope is beyond the capacity of behaviorism, including attitude, knowledge and ability, it embodies the concept of holistic education, conforms to the characteristic educational concept of "teaching adults" or "learning from adults" in China's traditional culture, and conforms to the "promoting people's all-round development and adapting to social needs" proposed in the Outline of the National Medium and Long-term Education Reform and Development Plan (20 10-2020). It is conducive to cultivating socialist builders and successors with all-round development in morality, intelligence, physique and beauty in practical education and teaching work, and completing the fundamental task of "educating people with morality" put forward in the report of the 18th National Congress of the Communist Party of China.

2. In essence, core literacy is the * * * common literacy that all students should have, and it is the most critical and necessary * * * common literacy.

Everyone needs a lot of literacy in the development of his life to meet the needs of various lives. The * * * same literacy that everyone needs can be divided into core literacy and other literacy extended from core literacy, among which the most critical, necessary and core literacy is called core literacy.

Core literacy represents the common and necessary literacy that individuals should achieve, and represents the minimum and indispensable literacy that each individual must learn to acquire.

Therefore, UNESCO, European Union, OECD and other international organizations and developed countries all attach great importance to the educational value of core literacy, regard future courses with core literacy as an important subject of curriculum reform, and optimize the quality of education reform through the construction of core literacy.

3. In content, core literacy is a comprehensive expression of knowledge, skills and attitudes.

The word "literacy" has a broader meaning than "knowledge" and "skills".

"Knowledge" and "skills" mainly involve the knowledge of a specific subject, or have basic skills such as listening, speaking, reading, writing and calculating, while literacy does not refer to the knowledge of a certain subject, but includes the knowledge and ability in the traditional education field, as well as students' emotions, attitudes and values.

Therefore, core literacy is a complex structure, and its connotation is not one-dimensional, but multi-dimensional.

Core literacy is not only knowledge and skills, but also a comprehensive expression of emotion, attitude, knowledge and skills.

This connotation beyond knowledge and skills can correct the past educational prejudice that emphasizes knowledge over ability and ignores emotional attitudes and values, and reflect the educational objectives and quality education concepts more completely and systematically.

4. Functionally, core literacy has both personal and social values.

The function of the word "literacy" goes beyond the scope of "occupation" and "school". The acquisition of core literacy can make students further study or work better in the future, but the function of literacy not only includes further study and employment, but also aims to make students develop into more sound individuals, better adapt to the development and changes of the future society, lay a good foundation for lifelong learning and development, and achieve the goal of promoting the realization of a good society.

Therefore, core literacy has both personal value and social value, and it is an important literacy with positive significance for both individuals and society.

5. In terms of training, core literacy is acquired on the basis of congenital inheritance and acquired environmental influence, which can be formed and developed through education.

The Organization for Economic Cooperation and Development and the European Union define literacy in education as learning. Even if some qualities have innate potential development, they must be teachable and learnable, which need to be cultivated through conscious education process and acquired through students' learning accumulation.

Therefore, core literacy is mainly the result of acquired learning, which can be cultivated through curriculum design and teaching implementation at all stages of education.

The process of training pays attention to students' independent exploration and self-experience, and more depends on students' own exploration, accumulation and understanding in practice. It is a process of individual cognition and metacognition construction, and it is a process of self-development, self-transcendence and self-sublimation under the guidance of the outside world.

6. In the evaluation, we should combine qualitative and quantitative evaluation indicators to comprehensively evaluate the core literacy.

Core literacy has a dominant part that can be taught and learned, and a hidden part that is silent, invisible but sensible.

The former can be expressed in a certain way in a specific situation, so it can be effectively evaluated quantitatively;

The latter is often a subtle infiltration process, which requires qualitative and formative evaluation, emphasizing the high attention to the formation process of core literacy and the individual's feelings and understanding in this process.

7. Structurally, core literacy should take into account the relationship between individuals and cultural learning, social participation and self-development.

The selection of core literacy in various countries involves cultural learning, individual self-development and social participation and interaction.

These three areas have great universality and generality, which can basically cover the core literacy content put forward by many developed countries and reflect the relationship between individual and self, society and culture.

8. From the perspective of development, core literacy has lifelong development and stages.

The core quality is the quality that everyone should have, and everyone needs to develop constantly, but its formation is not achieved overnight and has lifelong continuity.

It was first cultivated in school, and then developed and improved continuously throughout its life.

On the other hand, the continuity of core literacy development does not deny that it shows certain stage characteristics.

Core literacy focuses on different stages of one's life, and different stages of education (primary school, junior high school, senior high school, university, etc.) are different. ) They also have different sensitivities to the cultivation of some core literacy, that is, some core literacy may be easier to achieve good cultivation results at a specific stage of education, which provides favorable conditions for the cultivation of core literacy.

9. On the role, the role of core literacy is comprehensive.

The overall characteristics of core literacy not only determine that their learning and acquisition are systematic, but also determine that they can cross and integrate with each other and play a common role in practical application.

The enlightenment to education and teaching is that the function of core literacy is integrated, and each core literacy has unique and important value. There is no more important question. It needs to be considered comprehensively according to the situation and cannot be compared separately.

How to understand the core literacy of fine arts In Kong's view, the "historical problem" of the shortage of fine arts teachers has become a thing of the past. At present, art education is also a "supply-side reform", which needs to be closely integrated with the "moral cultivation" advocated by the state in the system construction of curriculum content, curriculum platform, teaching process and teaching evaluation, and needs to enhance students' core literacy.

How to understand and grasp the core literacy of students' development and how to pay attention to it? The answer is as follows:

Three generations of gentlemen. Education is to train people for the long-term development of human society. What kind of people are trained and what standards are used to train people? This is an eternal topic in education and society.

Education must emphasize students' core literacy. In addition to ideals, beliefs and moral thoughts, children's development has other requirements. In the process of children's growth, it is necessary to design different types of education at different ages, and gradually form the necessary character and key ability to adapt to personal lifelong development and social development in this process, which is what we call children's core literacy.

These core qualities are gradually formed through the study of subject courses, in a certain field or cross-field, and through students' practical activities such as social practice, hands-on practice and technical practice in the education process.

In the process of subject learning, students have formed core literacy related to subject characteristics, which we now call student core literacy. We mentioned some core qualities in the curriculum revision of senior high school education, such as cultivating students' political identity, rational spirit, legal awareness, public participation and other core qualities. Chinese class puts forward Chinese literacy, including core literacy such as language construction and application, thinking development, cultural inheritance and understanding. In the physical education curriculum, the core qualities such as sports ability, healthy behavior and sports ethics are put forward. ...

The development of students' core literacy emphasizes interdisciplinary comprehensive ability and the integration of knowledge, ability and attitude, which is comprehensive and holistic. The core literacy of students' development is the most critical literacy to pay attention to students' adaptation to today and future development.

Students' development literacy emphasizes that students can teach, learn and evaluate after learning, and evaluation can also score a person's core literacy. Now we are working towards this goal.

Today, what we are discussing here is the education of children's financial literacy. In fact, from primary school to high school, there are some requirements and cases related to children and adolescents' financial literacy in the corresponding subject courses. For example, in the moral and life course education, it is required to master the basic skills necessary for life and understand the relationship between consumption activities and human life. In the process of history and society, we should sum up our differences in life interests and values. There are modules on credit and finance in the elective courses of senior high school. Today, I also discuss what core qualities should be infiltrated into the curriculum in the future development of people, and to what extent. I think it is a very good thing, everyone!

How to understand and grasp the experience of students' core literacy development, how to write and how to write model essays.

1, what is "experience"

In participating in social life and social practice, people often have many feelings and experiences about a certain job. These feelings and experiences don't have to go through rigorous analysis and thinking, but may be just perceptual knowledge and simple theoretical analysis of this job. Expressing these experiences in the form of words is "experience"

"Experience" is a daily applied style, which belongs to the category of argumentative writing. The general length can be long or short, and the structure is relatively simple.

2. Experience writing.

The basic form of experience is roughly composed of the following parts

I. Title

The title of experience can take the following forms: experience in XX activities (or XX work) and experience (or experience) about XX activities (or XX work).

If the article is rich in content and long in length, it can also be in the form of a double-line title. The headline summarizes your main experience in concise language, and the subtitle is "Experience in XX activities (or XX work)", such as focusing on small things and bringing forth new ones-the experience of participating in the scientific and technological innovation competition for college students.

This is the core part of the experience.

(1) At the beginning, briefly describe the basic situation of the work (or activity) you participated in, including the reason, time, place, process and result of the specific work you participated in.

(2) Because of his experience, the subject tends to sign his name under the title of the article, and the writing date is placed at the end of the article.

3. Problems that should be paid attention to in writing experience.

(1) Avoid confusing the boundaries between experience and summary. In a nutshell, summary is a comprehensive review, analysis and research on a job or a problem made by a unit or individual after a job is finished, so as to find out the experience and lessons of the job after a job is finished, and draw a regular understanding to guide the future work. It pays attention to the objectivity, comprehensiveness, systematicness and profundity of cognition. In terms of expression, on the basis of simply stating facts, more ways of analysis, reasoning and discussion are adopted, emphasizing the rigor and conciseness of language.

Experience pays more attention to the subjective understanding and feelings of work, study and life, and often grasps one or two points, fully mobilizes and uses narrative, description, discussion and explanation and even lyrical expressions. While describing work experience, it focuses on introducing one's own experiences and feelings at work. It pursues the vividness and uniqueness of feelings, not whether it is comprehensive and rigorous, and even in some cases, it can only talk a little and ignore the rest.

(2) seeking truth from facts, not bragging, not cheating, not without illness. Experience should be a reflection of real feelings in actual work and activities, and it should not be pretentious and profound, let alone false and exaggerated, resulting in inaccurate content.

(3) The language is concise and vivid. On the basis of using concise language to describe and discuss, description, lyricism and various rhetorical devices can be used appropriately to enhance the appeal of the article.

How to understand the reading comprehension of Chinese core literacy is analyzed as follows: Logically speaking, "Chinese core literacy" is both a subordinate concept of Chinese literacy and a subordinate concept of core literacy. Compared with the former, it emphasizes the word "core", which means the core of Chinese literacy; Compared with the latter, it emphasizes the subject of "Chinese". On the goal, the concept of core literacy points to the answer to the question "What kind of people should education cultivate". In essence, core literacy is the common literacy that all students should have, and it is the most critical and necessary common literacy. In content, core literacy is a comprehensive expression of knowledge, skills and attitude. Functionally, core literacy has both personal and social values. In training, core literacy is acquired on the basis of congenital inheritance and acquired environmental influence, which can be formed and developed through education. In the evaluation, it is necessary to comprehensively evaluate the core literacy by combining qualitative and quantitative evaluation indicators.

How to understand the connotation and practical significance of the core literacy of history discipline? History not only refers to everything that happened in human society in the past, but also refers to people's reduction and explanation of the former. The former is gone forever, and later generations cannot reproduce it by experimental methods. Therefore, what people can do is to reconstruct the original appearance of history as truly and completely as possible according to historical sites. This reconstruction effort has become history. It may be far from the truth or infinitely close to the truth, but it will never be equal to the past. This reminds us that people should always remain humble in the process of reconstruction.

Understanding of Core Literacy How to understand English core literacy The concept of "core literacy" was introduced from the west, and English words are "key literacy". "Key" means "key" and "essence" in English. "Competency" can also be literally translated as "ability", but from the content it contains, it is more appropriate to translate it into "accomplishment". In short, "core literacy" is "key literacy".

To understand the concept of core literacy and grasp its essence, we need to pay attention to the following points:

First, core literacy is "key literacy", not "comprehensive literacy".

Second, core literacy should reflect "personal needs" and "social needs".

Third, the core literacy is "advanced literacy", not "low literacy" or even "basic literacy".

Fourth, core literacy should not only reflect the requirements of "globalization", but also reflect the requirements of "localization".

How to cultivate the core literacy of chemistry is developed by students in chemical cognitive activities, and the key literacy shown in solving chemistry-related problems reflects the level of students' understanding of objective things from the perspective of chemistry.

This accomplishment not only reflects the students' dynamic response to objective things from the chemical point of view, but also reflects the results of students' dynamic response to objective things. Therefore, the core literacy of chemistry has both the "result attribute" pointing to the cognitive result and the "process attribute" pointing to the cognitive process.

How to cultivate the core literacy of English subject includes four aspects: language ability, thinking quality, cultural character and learning ability. Language ability is the ability to do things with language, involving language knowledge, language awareness and sense, language skills, communication strategies and so on. Thinking quality is the ability of thinking discrimination, including analysis, reasoning, judgment, rational expression, English pluralistic thinking and other activities. The focus of cultural awareness is to understand the cultural connotation of various countries and understand and respect cultural differences. Learning ability mainly includes metacognitive strategies, cognitive strategies, communicative strategies and emotional strategies.

(A) the background of the topic

1. Policy requirements

The new English curriculum standard for primary schools puts forward some basic concepts, such as facing all students, paying attention to quality education, overall design objectives, reflecting flexibility and openness, highlighting students' subjectivity, respecting individual differences, adopting activities, advocating experiential participation, paying attention to process evaluation and promoting students' development. These ideas are in line with the core literacy of English teaching. In order to integrate these ideas into the current teaching activities, primary school English teachers should adopt flexible and diverse teaching methods in combination with the actual differences of primary school students.

2. Practical significance

At present, the teaching methods pay more attention to the ability to take exams, not enough attention to the teaching of foreign thinking and culture, and not enough efforts to cultivate language output and learning methods. The trained students have a strong ability to take exams, but they ignore the most basic function of language-communication, so that the final learning result is embarrassing. Students can't apply what they have learned. This kind of teaching is divorced from the real society, which will affect the formation of students' English learning concept and lose the original intention of language learning. Therefore, the reform of teaching methods is particularly important.

(B) Research significance

In the current educational environment, the reform of teaching methods is imperative. Now education calls for reform, especially classroom reform, to change the original exam-oriented education model and truly reflect the significance of education. Every teacher has the responsibility and obligation to participate in it, which will greatly improve teachers' own teaching ability, classroom effect and core competitiveness.

1. To improve students' language ability, the most basic function of language is communication. Students can integrate and output what they have learned, and can exercise their logical thinking ability and expression ability.

2. Cultivate good thinking quality. Every country's history, society, order and interpersonal relationship are different, which directly determines that every country's way of thinking is different. It is more beneficial for students to learn a language when they are exposed to foreign thinking.

3. To form excellent cultural character, different cultures in different places will lead to different ways to treat people. Therefore, in primary school, introducing more foreign cultures will broaden students' horizons and help them understand a language.

4. Cultivate and improve students' learning ability. For students, the cultivation of learning methods is far more important than learning knowledge. To improve their learning ability, students can use their spare time for further study, which may be more practical than what they have learned in school.

Excellent academic performance should be the product of good core literacy training, not the painful product of exam-oriented education.

Second, the core literacy requirements of primary school English status quo

(A) students' oral ability is not enough

In the new English curriculum standards for primary schools, the cultivation of students' listening, speaking, reading and writing abilities is clearly emphasized. However, English teaching under the current system emphasizes listening and writing, ignoring the cultivation of oral English, and students' awareness of oral communication is also very weak. As we all know, in the process of oral communication, students sort out and integrate what they have learned, which is very important for language learning. In addition, the current English teaching lacks an environment for oral training. The communicative competence of language is improved in the process of continuous application. It is not enough to rely on the interaction of teachers in class, but also the family and social environment.

(B) ignoring the importance of culture in English learning

The formation of each language is related to the culture, economic development level and human history of this country, and language is closely related to culture. Language is the carrier of culture, and cultural communication depends on language. The cultivation of cultural awareness is an indispensable link in foreign language teaching. Understanding foreign cultures is helpful to improve students' interest in learning English, understand knowledge points and improve their reading and communication skills. Primary school students' understanding of foreign culture comes from teachers' teaching to a great extent, but this knowledge is rarely presented in textbooks, which easily leads to ignoring the current situation of culture.

(C) ignoring the differences between English and Chinese thinking

There are great differences between Chinese and English in expression and way of thinking. The most intuitive reflection is that the basic structure of the sentence is different. Chinese generally starts from a human perspective, while English generally starts from an objective perspective. Primary school students' thinking habits have not been fully formed, and students will use directional thinking to learn knowledge points, which will affect students' reading ability, writing ability and communication ability.

(D) Pupils' autonomous learning ability is weak.

Traditional education in China is more inclined to teachers' "teaching", and students' learning is in a passive position invisibly. Many schools will not pay attention to the cultivation of students' autonomous learning ability because of their young age, which is inappropriate. The subject of learning and the center of the classroom should be students. Ignoring the cultivation of students' autonomous learning ability, it is difficult to realize the dream that students are classroom masters.

Third, the primary school English core literacy training direction and methods

(1) Respect the two-way language and encourage students to communicate.

The most basic function of language is communication, so teachers should pay special attention to the output process.

1. Teachers' practical and decent classroom language. Teachers make good use of classroom language, which virtually creates a language learning environment for students. It is very important for students to truly feel how to communicate in language and realize the interest and significance of language communication.

2. Encourage students to open the * * * stream to eliminate their timidity in learning oral English, which is helpful to form an English learning situation that dares to speak and loves to speak. Especially because of this.