When something gives us some insight, we will record it immediately, so that we can constantly update our ideas. So what should I write about my experience? Presumably this makes everyone very upset. The following are the sample essays (3 selected essays) on students' core literacy that I collected for you. Welcome to learn from them, I hope it will help you.

The development of students' core literacy in China focuses on cultivating "all-round people", which can be divided into three aspects: cultural foundation, independent development and social participation. The comprehensive performance is six qualities: humanistic heritage, scientific spirit, learning to learn, healthy life, responsibility and practical innovation, which are specifically refined into eighteen basic points such as national identity. Its development is a lifelong process, which can be taught and learned. At first, it is cultivated at home and school, and then it is constantly improved throughout life.

It can be seen that school education is one of the places where students develop their core literacy. We need a seamless link between school, family and society, and work together to complete it!

I think that in school, the core literacy should be gradually cultivated by students in the educational environment. This is a nourishing process, which focuses on subtle influences, leaving no trace of guidance and boosting. Students are surrounded by teachers, and teachers' literacy is constantly influencing and leading the formation of students' literacy. Therefore, a key link in cultivating students' core literacy in school stage is teachers' literacy, and teachers should become the benchmark and leader of core literacy! After all, the teacher's words and deeds will always be planted in the students' memory.

As a teacher, I have been weighing: am I an all-round person? It seems that not all of them are gone! Therefore, in order to play a leading role in students' core literacy and cultivate an all-round development student, we must constantly improve ourselves, improve our self-cultivation and realize lifelong learning. The goal is to set an example and be a teacher everywhere From then on, I hope I can become such a teacher: "A student who has feelings and attitudes and is not necessarily perfect has a learning interaction with a group of students who have the same feelings and attitudes and are not necessarily perfect." I put myself in the study and put the students together to study. I can express my feelings, question and ask questions, even confess my unknown, and even ask students for advice. Only in this way can we really impress students, infect students and discover students! "I quite agree with this statement.

Statistics show that only about 15%-30% of students' academic performance is related to teachers' knowledge transfer, and most of the rest depends on non-knowledge factors. For example, the teacher's mood, pattern, mind, vision, perspective on things, and the way to deal with problems all directly affect the growth and development of students. It is said that whoever brings the students looks like who, which verifies this point. Therefore, the formation of a student's core literacy in school is closely related to the literacy of the teachers he has experienced. Whenever he thinks of his teacher, his voice and smile, his classic scenes, his interpersonal skills and his academic attitude are always in his mind, but the knowledge he taught is not the most impressive. Isn't the collection of these teachers' literacy imperceptibly affecting the establishment of students' literacy?

Core literacy is rich in content. If we want to train in an all-round way, we should aim at training qualified citizens, rather than training a certain subject. For example, the biology subject I am engaged in is not to train biologists, but to impress them by studying biology, endow them with the corresponding biological ability to adapt to society, and realize the contribution of this subject to the cultivation of students' core literacy.

Based on this idea, I have made three efforts in biology to cultivate junior high school students' biological literacy.

1. Establish good living habits and healthy attitudes on the basis of biological knowledge.

Through learning to understand the structure and physiological characteristics of the human body, help students scientifically understand their own growth and development process, gradually develop good living and health habits, and establish a positive and healthy attitude towards life. So under normal circumstances, I am more confident that the students I have taught can have a correct understanding of some food safety incidents in society and take necessary preventive measures. We know that biological knowledge is of little use, and we can only practice it through discussion and personal experience if we want to become relevant ability. Therefore, in the process of biology teaching, we pay more attention to the practice of students applying what they have learned. For example, after learning the first chapter of the second volume of the seventh grade, we will ask students to do research on "food on the roadside stalls", "fast food", "pickled food" and "snacks", look up information and combine their own feelings.

Through the communication and discussion in class, we can treat these foods more rationally, and generally don't neglect hygiene and health just for the sake of taste. This laid the foundation for students to form good eating habits, and also influenced people around them. Then there is the cultivation of good hygiene habits. The physiology, structure and related health care knowledge of human body systems taught from biology textbooks are helpful for students to establish a healthy attitude towards life and understand some common knowledge of diseases. You won't believe some false health knowledge lectures in TV newspapers, which can remind people around you not to be deceived, especially the elderly at home.

2, a certain biological practice ability.

Biology is a subject with many experiments. Expanding some experiments after the experiment is helpful for students to continue to acquire relevant knowledge and acquire relevant abilities. For example, after the seed germination experiment, you can plant the germinated seedlings in flowerpots, water and fertilize them, and pay attention to the growth process of plants. Being close to plants like this, keeping company with plants every day, feels very fresh and has new feelings at any time. Seeing the new buds sprouting from the petiole changed his previous thoughts. Only when plants grow for a period of time can we understand the life of green flowering plants and the relationship between vegetative growth and reproductive growth. In this way, the knowledge mentioned and not mentioned in the book can be obtained and experienced in the process of observing and cultivating plants by hand. Students may transfer this interest to other creatures or even the whole nature. You say so, can you not cultivate their habit of understanding and loving biology?

3. Form the concept of harmonious coexistence between man and nature.

Through the study of biology and environment, students can fully perceive the charm of nature, understand the great role of animal and plant resources in human survival and development, form the concept of loving nature, fearing nature and harmonious coexistence between man and nature, enhance the sense of social responsibility for protecting the environment, use scientific knowledge to protect and improve the environment, and make contributions to the sustainable development of society. For example, when it comes to current environmental problems, the headline must be smog.

The reason is very complicated, but the human factor is the main one: everyone yearns for a better life, and there will be the fact that waste is excessively demanded and discharged from nature. The aggravation of the two will inevitably lead to the destruction of ecological balance, and smog is only one of the consequences! After learning the value of habitat and biodiversity (direct value, indirect value and potential value), students will gradually form the concept that man and nature must live in harmony in the face of many realistic examples.

Finally, talk about attitude. From forcing cows to drink water actively, it reflects the change of learning attitude. See a message: Some researchers vividly show the relationship between literacy and knowledge, ability and attitude with the formula of literacy = (knowledge ability) attitude. Among them, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude, attitude.

Finally, I want to say that it is a long way to go to cultivate students' core literacy, but as long as the direction is correct, I am not afraid of a long way!

Students' core literacy experience II

A few days ago, I was lucky enough to participate in a training to cultivate core literacy and enhance key abilities, and entered the primary school Chinese teaching under the background of the new curriculum reform. In this process, I came into contact with the core literacy for the first time, really saw my growth direction and felt the mission of teachers. Core literacy is a comprehensive reflection of primary school students' Chinese ability, Chinese accumulation, Chinese knowledge, learning methods, learning attitudes and habits, cognitive ability and humanistic literacy. Including: the accumulation of words and sentences, language sense, thinking quality, Chinese learning methods and habits, literacy, writing, reading, writing and oral communication skills, cultural taste, aesthetic taste, knowledge vision, emotional attitude, thinking quality, moral cultivation, ideas and so on. This is the basic accomplishment of primary school Chinese. It is the basis for students to learn other courses well, which is directly related to the degree of communication between students and society, and also the basis for students' all-round development and lifelong development. Tell me about my reflection on teaching. What kind of Chinese class should be given to children?

(A) to give students an "emotional classroom".

1. A Chinese teacher should make students feel very rich.

In Chinese class, the key to how to embody the "humanity" of Chinese subject lies in "emotion". How can a teacher without * * * arouse students' emotions and make them study enthusiastically? Show the students a song "I am full of * * *" and spend every "burning year" with the children!

2. Respect "demand" and pay attention to "wonderful".

Stimulate students' interest in learning in various ways, or intuitively demonstrate or skillfully set suspense ... stimulate their reading desire and motivation, and create a positive teaching atmosphere of "I want to learn" and "I want to learn".

3. In teaching activities, teachers and students should be immersed in the text, the author and the situation, that is, "dissolving feelings".

(2) Give students a "communication class".

In previous Chinese classes, students were only poor listeners, let alone "communicate" with anyone. It is also necessary to give students a "communication" classroom to realize "text dialogue", "communication between teachers and students" and "communication between students".

(3) Give students an "open classroom".

1, let children "show themselves".

Teaching is not only a kind of narration, but also a kind of experience, inquiry and feeling of students.

Give the child a big stage, he can dance beautifully. What is a classroom? Classroom is a burning dynamic zone, which is a platform for them to seek knowledge, create, show themselves and experience success. It is a place where students grow up healthily. The potential of students is infinite, and the key lies in whether the teacher gives students a large enough platform. Children's creativity is sometimes beyond our imagination: when a teacher was teaching crows to drink water, he was exposed to two groups of similar characters, namely, bird and dog, drinking and thirst. This has always been a difficult point in teaching. The teacher asked the children to think for themselves and got such an answer: the understanding of "Wu": "Wu" means black; "Wu" is smaller than "bird", because the crow is black all over, so we can't see its eyes. Regarding the difference between "drinking" and "thirst", the students said: "drinking water" should be done with your mouth, and your mouth must be wide (the image shows the font of "mouth"), so it is next to your mouth; "Thirst" is because you are thirsty and want to drink water very much, but you don't have to open your mouth to drink water, so you are next to the water.

2. Pay attention to practice and practice the language in many ways.

Mr. Ye Shengtao once said: Teaching materials are nothing more than examples. Then, after teaching students learning methods with good examples, there should be a lot of practice next. Only in practice can students' ability be continuously consolidated and improved. Based on this idea, I often collect extracurricular reading materials and recommend them to students to let them know the subtleties of books! In short, the teacher should be a shepherd, leading lovely children to the most fertile grassland to enjoy themselves! The teacher asked the students to express their feelings through "speaking" and "reading", and the classroom entered a state of * * * in this fierce emotional collision.

3. Learn Chinese in life.

Let Chinese come into life and learn Chinese in life. All along, students have been consciously guided to learn Chinese in their lives, so that children can deeply feel that Chinese is close to them. In this way, children will learn more confidently and actively. The teaching experiment of "life reading" proves this point well. On the street, on TV, in the carriage ... everywhere has become a place for children to read. Grasping every bit of life, we have resources in our eyes, education in our hearts, and curriculum resources everywhere.

Give students a "perception class".

1, turn other people's emotions into your own.

"Guilin Landscape" describes "Southern Scenery". How do students understand the author's feelings of loving nature and the mountains and rivers of the motherland? Show beautiful banyan trees through pictures and videos, and then guide students to introduce their beautiful hometown to everyone. The children are full of pride and admiration for their hometown ... in this way, the children naturally feel the author's feelings and deeply touched themselves.

2. Turn other people's languages into your own.

3. Take other people's articles as staff, and your own life as a soldier.

Every article has something we should feel with students, and everyone's income is different. It is necessary to guide students to keep in touch with themselves, realize themselves, and realize life while learning and understanding other people's wonderful chapters, and "treat other people's articles as staff officers and their own lives as military affairs"!

I try to spend a happy time with my children in every Chinese class!

"Core literacy" is one of the most concerned hot words in the current education field. Recently, at the second "Beijing Education Forum", experts said that times have changed and requirements have changed, calling for the emergence of core literacy. To discuss China's core literacy, we should combine the characteristics of China's social development stage and adapt to China's current national conditions and school conditions. What qualities do we need to pay special attention to and what do our students and citizens need?

"Core literacy is the source of new curriculum standards and the' DNA' to ensure the constant curriculum reform. Core literacy will bring six major changes to Beijing schools. " Experts said that these six major changes include:

Education orientation pays more attention to the cultivation of students' ideals, beliefs and core literacy;

Classroom teaching pays more attention to the comprehensive and subjective development trend of curriculum construction;

Practical activities; Pay more attention to the cultivation of students' learning experience, hands-on practice and innovative consciousness;

The academic burden will be further reduced, and the form and total amount of homework will change greatly;

School curriculum is closer to students' life;

In the future, more attention will be paid to increasing the adaptability of national and local courses.

The relevant person in charge of the Basic Education Quality Monitoring Center of the Ministry of Education said in the forum speech that the work report on the overall framework of core literacy of students in basic education and higher education in China has been submitted to the Ministry of Education and is under review.

For the specific content of the national version of "core literacy", all walks of life are full of expectations and provide various suggestions. It is understood that the team of experts who participated in the formulation of "Core Literacy of Chinese Students' Development" is strong. The project "Research on the Overall Framework of Students' Core Literacy in Basic Education and Higher Education in China" was launched in May 20 13, entrusted by the Second Division of Basic Education of the Ministry of Education and led by Professor Lin Chongde from Beijing Normal University. The project is led by Beijing Normal University and undertaken by South China Normal University, Henan University, Shandong Normal University and Liaoning Normal University.

Professor Lin Chongde recently participated in the guidance forum for senior high school students' development. He said that the project team organized 48 interviews involving 575 experts and put forward 12 indicators. Among them, the first-level indicators are social participation, independent development and cultural literacy. In the secondary indicators, social participation includes moral quality, social responsibility, national identity and international understanding, independent development includes physical and mental health, self-management, learning to learn, solving problems and innovating, and cultural literacy includes language literacy, mathematical literacy, scientific and technological literacy, and aesthetic and humanistic literacy.

However, the latest "Core Literacy of Chinese Students' Development (Draft for Comment)" reveals that the core literacy of students' development refers to the necessary character and key ability that students should have to meet the needs of lifelong development and social development, which is comprehensively manifested as nine accomplishments, specifically social responsibility, national identity and international understanding; Humanistic background, scientific spirit and aesthetic taste; Physical and mental health, learn to learn, practice and innovate.