Core Literacy Deficiency in High School Chinese Education——Insights from Student-Formulated Essay Titles

Abstract

This study investigates the issues in high school students' self-formulated essay titles in the context of Chinese language education. A total of 1046 Chinese language comprehensive examination papers were randomly selected from City K, with 42 blank papers excluded, resulting in a valid sample of 1004. The research found that 22.01% of the self-proposed essay titles had various issues, including unclear meaning, scribbles, typos, grammatical errors, and punctuation errors. Interviews with 10 senior Chinese language teachers revealed that these issues reflect the current state of Chinese language teaching, which neglects basic knowledge and the cultivation of learning behaviors. This study aims to identify the underlying causes of these issues and propose practical strategies to improve the quality of Chinese language education.