Chinese literacy is a comprehensive literacy with Chinese ability as the core. Its elements include Chinese knowledge, language accumulation, Chinese ability, learning methods and habits, cognitive ability and humanistic quality. Chinese is the basis for students to learn other courses, as well as their all-round development and lifelong development. This not only requires us to master students' basic skills of listening, speaking, reading and writing in Chinese teaching, but also requires us to cultivate cultural thoughts and cultivate moral feelings. So how to implement Chinese core literacy in the classroom?

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 get pleasure from it. Therefore, a good classroom lead-in should attract students and make them have a strong desire to learn. Lead-in should be closely related to the theme, such as the explanation of allusions, an idiom, a song, a common saying in life ... No matter which one is adopted, it should be based on the principle of arousing students' cognition and interest. Only in this way can we make them accept knowledge naturally and happily.

In my opinion, Chinese literacy should read the key words, sentences and paragraphs in the text in various forms, help students develop a good sense of language, learn more ancient Chinese, and give full play to the advantages of Chinese in convincing people with reason and emotion. For example, when I was studying the Great Wall, I learned this sentence: "Look at these countless stones, each weighing two or three thousand kilograms. At that time, there were no trains, cars and cranes, so I asked students to read more books and even recite them step by step. " This can not only increase students' language accumulation, but also enhance students' direct perception of language, as if watching the ancient working people build the Great Wall with sweat and blood and tears. Every time children read aloud, they have their own understanding of the text and feel the author's incomparable admiration for the ancient working people. Reading aloud can be said to cultivate students' humanistic spirit. Because in repeated reading, children's reading level is gradually improving, which is the embodiment of Chinese tool. On the other hand, reading is full of strong emotions, and children admire from the hard work of ancient working people, and then feel proud and proud. I think this is the edification of humanistic spirit and the cultivation of moral emotion.

The main position of Chinese teaching is classroom, and the key to improve students' Chinese literacy is classroom teaching. Therefore, it is our pursuit to organize and promote students' autonomous learning and cooperative learning, mobilize students' learning enthusiasm, and let students become the protagonists in the classroom, so as to achieve the best effect of Chinese teaching.