First, to stimulate students' interest, to establish literary literacy learning motivation
"Knowing is not as good as being good, and being good is not as good as being happy." Interest is the best teacher, students are the main body of teaching, and the degree of participation in the course in teaching directly affects the whole teaching effect. Therefore, in order to improve the learning motivation of students' literary literacy, we must first enhance students' interest in literature. Traditional Chinese education, which is scripted and mechanically copied, can no longer meet students' requirements for literature. Students hope to learn more things they are interested in in Chinese class, not only the basic theoretical knowledge of Chinese, but also the deeper literary exploration and the pursuit of the development trend of literature in the new era. Chinese teachers in middle schools must find effective teaching modes and methods, stimulate students' interest in Chinese classes, and finally become interested in literature and improve students' literary literacy. For example, using multimedia technology, using the intuition and richness of sound and color media, students can feel the charm of Chinese characters and the spiritual strength under literary works. Therefore, teachers should pay attention to stimulating students' interest with novel and unique teaching methods, so as to construct the learning motivation to cultivate literary literacy.
Second, guide students to read literary works, broaden their horizons and improve their literary appreciation ability.
The cultivation of reading ability in middle school education is only limited to the analysis of reading questions in class or test papers. Under the huge schoolwork burden and examination pressure, middle school students hardly have more energy and time to read after class. In the long run, their appreciation and appreciation of literature will gradually fade, eventually leading to a gradual decline in literary literacy. This is especially obvious in students' writing level: typos, language diseases, words that don't convey the meaning, etc. To change this situation, students and schools need to work together. Schools must create opportunities for students to expand their literary literacy and reduce their academic burden, such as holding literary forums and literary appreciation to inspire students to read more and think more; Students should take the initiative to widely read extracurricular literary works and improve their literary appreciation ability through appreciation.
Third, read widely and form a good habit of accumulation.
The cultivation of literary quality is based on a good book, accumulating literary knowledge in reading, creating imagination in thinking comprehension and improving literary appreciation ability. In the middle school stage, students' reading is very small, and the depth and breadth of reading are far from enough. Accordingly, teachers can make use of students' curiosity about new things in this period, grasp their characteristics, guide them to read literary works from their extracurricular life, closely follow this point, take literary works reading as the main line, and finally make students full of interest in literary works reading. There are many ways to read, and the key lies in the implementation of these unique and novel ways. For example, guiding students to recite poems, through the combination of extracurricular reading and in-class teaching, the teaching position of poems and songs is extended to extracurricular. Good habits are half the battle. Gradually form a good habit of reading in the habit, and gradually approach to literary literacy. Reading can purify people's minds and distract people's thinking. The results it brings us are often not seen in a day or two, but are gathered into great power through continuous accumulation. As a teacher, we should try our best to let students read the later interests from the hard rules. At each stage, books should be recommended to students, and according to the actual situation of students, from shallow to deep, from near to far. Therefore, in an open and interactive environment, students' interest in reading will deepen and a good reading cultural atmosphere will be created in the classroom.
Fourth, literature is the gathering place of thoughts and emotions, and it is the artistic creation of soul and life.
To improve the quality of literature, students must learn to accumulate and express their feelings in real life, learn to learn Chinese with beautiful eyes and integrate their feelings into words. Emotional experience is the most touching part of literature, which promotes the realm of Chinese studies to the ideological and spiritual level. Creation without emotion and thought is lacking in spirituality. The charm of literature lies in its spiritual intersection and emotional exchange with readers and scholars, which requires students to cultivate good thinking habits in Chinese learning. Chinese reading is not a simple information browsing. It requires readers to exert their imagination, connect their life experiences with the literary context, deeply understand and analyze literary works, and feel the humanistic spirit of literature. For example, when teachers lead students to learn the poem Farewell to Cambridge, they can learn from such a combination of reality and reality to help students understand the emotional realm. First, let the students read through the whole poem and outline several intentions, such as clouds, green grass and duckweed. Then the teacher plays the poem and recites the audio, and the students connect these intentions into a picture in their own minds while listening; Finally, let the students explain the author's central idea and main emotional tone through their own descriptions. Literature is a symphony of the author's emotions. Only by producing symphonies can literature reflect its value in students' minds. Think more and imagine more in Chinese learning, combine practical experience with emotional experience, and cultivate literary literacy in literary appreciation.
Chinese teaching aims at developing students' listening, speaking, reading and writing abilities in an all-round way. More importantly, it aims to cultivate students' cultural quality and help them establish a correct outlook on life, values and world. Chinese is the foundation of mother tongue teaching in China, which is closely related to our life and occupies an important position in middle school education. Learning Chinese is not only an inherent requirement of the syllabus, but also an important link in the cultivation of literary quality. Under the background of the new curriculum reform, it is required to cultivate high-quality talents who can adapt to the all-round development of social development. This requires changing traditional teaching methods and concepts, improving students' comprehensive ability in teaching and realizing comprehensive and sustainable development.