Chinese literacy in primary schools is a comprehensive literacy with Chinese ability as the core. The elements of Chinese literacy in primary schools include Chinese knowledge, Chinese accumulation, Chinese ability, Chinese learning methods and habits, thinking ability and humanistic literacy. Keywords: Nine-year compulsory education Chinese literacy Chinese teaching

Chinese literacy in primary schools is a comprehensive literacy with Chinese ability as the core. The elements of primary school Chinese literacy include Chinese knowledge, Chinese accumulation, Chinese ability, Chinese learning methods and habits, as well as thinking ability and humanistic literacy. The Chinese course in the nine-year compulsory education stage must be geared to all students, so that students can acquire basic Chinese literacy. The connotation of Chinese literacy in curriculum standards 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 seek a balance between carrying forward the spirit of scientific rationality, paying attention to the accuracy, conciseness and practicality of language and preventing people from being instrumentalized, and paying attention to the cultivation of innovative thinking, the cultivation of humanistic spirit and the shaping of perfect personality, which is a historic transcendence over the previous Chinese teaching syllabus. The content of Chinese literacy is divided into six levels from low to high and from simple to complex: first, necessary Chinese knowledge. The ability to leave knowledge is unimaginable, and it is easy to deny the guiding and promoting role of Chinese knowledge in Chinese learning and lead Chinese teaching to the misunderstanding of irrationalism. In primary school, it is very necessary to teach some knowledge of the sound, shape and meaning of Chinese characters, basic knowledge of grammar and rhetoric, common knowledge of paragraph and text structure, and basic knowledge of reading and writing methods. Second, rich language accumulation, the main content of Chinese learning is specific mode.

Text, which determines that Chinese teaching must make students have certain perceptual language materials and make a qualitative leap on the basis of quantitative accumulation. Mastering common Chinese words and written language, reciting a certain amount of paragraphs and excellent poems, and reading a certain amount of extracurricular books are the basis for forming Chinese literacy. Third, skilled language skills. Skilled skills become an ability to a certain extent. Chinese teaching must cultivate students' basic skills such as looking up a dictionary, reading aloud, reading silently, speaking, observing and writing in a large number of language practices; Let primary school students learn to use a variety of reading methods and common language expressions, master common ways of thinking, be good at processing and expressing their unique thinking results in standardized language, and initially have the ability to collect and process information; We can use language skills appropriately according to different language materials and different communication fields, and finally form a good sense of language. Fourth, good study habits. Chinese teaching must bear in mind Mr. Ye Shengtao's famous saying that "teaching is for not teaching". In teaching, students should master the most basic Chinese learning methods, cultivate their interest in Chinese learning, and develop their self-confidence and good habits in Chinese learning. For example, the habit of consulting reference books frequently, and the habit of reading, listening carefully and writing neatly. Fifth, profound cultural accomplishment.