Editor's note Words carry the Tao and words fulfill the ambition. Language is the carrier and foundation of culture. Chinese literacy is not only related to the individual's outlook on life, values, character cultivation and mode of thinking, but also related to the spiritual outlook of the nation and the country. In recent years, it can be seen from the popularity of language TV programs such as the national focus on the composition of the college entrance examination and the Chinese poetry conference that the society is paying more and more attention to language. In view of this, Guangming survey launched a series of surveys on Chinese literacy for different groups. This issue focuses on the language use of primary and secondary school students. In the context of the newly revised Compulsory Education Curriculum Plan and curriculum standards (2022 Edition) to be implemented this autumn, the reporter of Guangming Daily, together with the national language resources monitoring and research education textbook center of Xiamen University, conducted an investigation in 13 cities in seven regions of the country, and sorted out the current situation, characteristics and problems of language use among primary and secondary school students through interviews with primary and secondary school students, their parents, language teachers and language scholars, And put forward the countermeasures and suggestions to improve Chinese literacy. On the roof of the teaching building of Xinghu school in Liangjiang New Area, Chongqing, Wumin, a Chinese teacher, gave students an immersive integration class in the Sunflower Garden. Issued by Xinhua News Agency Every year, the college entrance examination of Chinese is like a comprehensive quality test focused by the whole people. "The right amount of talent in the Grand View Garden test", the GO terms "excellent hands, vulgar hands" and "learning today"... The composition questions for the college entrance examination in 2022 have also made many Chinese scholars and professional writers sigh about the difficulty of writing. China is in an era of extremely rich language use ecology. Electronic media that are always online, screen reading habits shared by the whole people, paperless and digitalized trends, emerging new expressions... In such a social language environment, some people believe that "college students can't write a paper smoothly, because they don't have a good foundation". Others also point out that, "Netizens' acronym carnival is because they can't pass the Chinese learning", "new recruits can only take exams but can't use them, and lack the ability to express" Then, in the Chinese practice activities of literacy and writing, reading and appreciation, expression and communication, combing and exploration, how about the Chinese literacy of primary and secondary school students in China? What are the characteristics and problems of their language use? How to better improve their Chinese literacy in the future? Mixed emotions, habitual use of network words, can speak but do not like to write, routinization of written composition The language use of primary and middle school students includes listening, speaking, reading, writing and literary activities in life and learning. The survey found that in recent years, the overall comprehensive Chinese literacy of this group has been greatly improved, but there are still some specific problems, such as the increase in literacy but the ability to write Chinese characters needs to be improved, the fluency of oral expression but the modularization of written expression, and the inability to well define the use of network language. Social language networking. "Of course I know the network language. Yyds (eternal God) and Shuan Q (thank you) are often used to chat with classmates, but the teacher told me not to use them in writing compositions." Lidandan, a sixth grade student in Zhangzhou, Fujian Province, said that the students around him generally think that using network language is a "fashion", and they will deliberately learn and imitate some network expressions. Nowadays, digital classroom and multimedia teaching have become the norm of primary and secondary education. According to the data of the Ministry of education, the Internet access rate of compulsory education schools in China has increased from 25% in 2012 to nearly 100% in 2021. According to the 2020 National Research Report on minors' Internet use, 82.9% of primary and secondary school students have their own internet access devices, of which more than 60% have mobile phones (65.0%), followed by tablet computers (26.0%). At present, electronic products and network context are no longer strange or even used to primary and secondary school students. "Group solitaire and homework checking are inseparable from mobile phones or tablets. It is almost impossible for children to have no access to the Internet at all. Moreover, there are bullet screens and comments when watching videos and playing games. Children are easily attracted." Li Yuan, parents of students in Dongcheng District, Beijing, said. The survey found that many students above grade 4 and grade 5 of primary school have QQ number or wechat, and some telephone watches also have chat and social functions. Primary and middle school students are proficient in using bucket charts, facial characters, expression packs, etc. in chatting, and imitate the network expression of other children in online games. "Many students in our class are extremely short of vocabulary. They only use some network terms in games. They also say so in class speeches." Zhang Hua (a pseudonym), a junior one student in Dalian, Liaoning Province, said. Oral expression is fluent and natural. "The child is very good at oral expression. Sometimes she can't explain to her. Now she has a wide range of knowledge and quick response. I feel that I have been surpassed by her." A parent of a third grade primary school student in Hangzhou, Zhejiang Province, said of his daughter. "No child" is the common feeling of many parents in the survey. The primary and secondary school students in more than 10 cities across the country were interviewed, the youngest was 6 years old and the oldest was 16 years old. Most of them spoke fluently and naturally. Although a little shy in the face of interviews, most of them can quickly overcome the fear of communicating with strangers, accurately understand the questions and give more detailed answers. Some children have reached a fairly high level in logical thinking, word choice and sentence making. Generally speaking, primary and middle school students with better community language environment, school teaching conditions and family economic conditions speak more boldly, "dare to speak and are willing to speak", and can further clarify their views on some issues; The primary and middle school students with a slight gap in the above conditions also show that they can "speak and try to speak". They can seriously consider and answer every question. Although they are short, they can basically give a complete answer. Inadequate training in Chinese character writing. During the survey, primary and middle school students all over the country answered the question "do you think Chinese characters are difficult?" basically, "Chinese characters are not difficult, but they write them in an average way." They understand that if they want to write well, they have to write slowly, "but there are so many things to write that they will soon fly.". For a long time, literacy has been an important part of basic education in China. At present, the literacy level of children in preschool and lower grades of primary schools has significantly improved in both quantity and quality. In contrast, primary and middle school students' Chinese character writing ability is "lagging behind", which is specifically manifested in forgetting to write and scribbling. Compared with the intensity of writing practice in primary school, Ms. Zhou, the parent of grade 4 students in Haidian District, Beijing, said anxiously: "my child's handwriting is crooked. When he comes home to practice calligraphy, he feels it is an extra burden and doesn't want to write. But the new words are only written three times in school. How can he master them well?" Haoyining, a Chinese teacher of the first primary school in Linfen City, Shanxi Province, pointed out that the cognition of Chinese characters is not only the memory of the characters, but also the deep cognition of the shelf structure, abstract thinking and cultural symbols. This thinking process is realized through the order and strokes of handwriting. Establishing the handwritten connection between written visual symbols and meanings should also be the basic requirement for primary and middle school students to learn Chinese characters. There is a heavy trace of imitation in written composition. "The difficulty of writing" is the most common feeling among middle school students and parents. However, parents are unable to agree on how to solve this problem. Ms. He, the parent of a junior high school student in Kashgar, Xinjiang, said: "I have registered a writing interest class for my children. The method taught by the teacher is very effective. There are templates for all kinds of exam compositions, and the scores are brought up all at once." It is not uncommon to improve writing scores by setting up templates and reciting model essays. Ms. Wang, the parent of a fourth grade student in Dongcheng District, Beijing, also said: "some of the children in the class scored high in their compositions, but their parents wrote the template in advance and asked them to memorize it." For this, many parents are full of worry, "the composition should not be a single back-to-back model article". Ms. sun, the parent of Dalian junior high school students in Liaoning Province, also reflected that the junior middle school Chinese teacher taught a lot of composition "routines", but the child could not imitate them in place. Instead, it backfired: "after going to junior high school, his son's composition has no soul, but his composition in primary school can feel that it is true." Reading continues to grow, but the selection criteria need to be kept up. In the survey, each child has his own preference and understanding of reading. Xuru, a junior high school student in Nanning, Guangxi, said, "I like Latin American literature very much. It has a wild beauty. I also like Lao She and Lu Xun. In addition, I also like ancient poetry." "As long as children want to read books, we try to meet them, or buy or borrow them. Now the conditions are good. There are libraries in schools, communities and cities, as well as electronic reading materials. Book resources are not a problem. However, when to read some books, I think we still have to grasp the standard." Xiaoying's mother, who lives in Zhangzhou, Fujian Province, hopes that teachers can give her children more guidance in extracurricular reading. Pengyiling, a Chinese teacher of nanpian primary school in Nanshan District, Shenzhen, Guangdong, pointed out that reading is the best way to imperceptibly carry out cultural and aesthetic education. The development of reading habits is related to family environment, teacher guidance and personal preferences. This habit is more like a way of life. Giving children a full reading experience is a very important part of Chinese education. On the roof of the teaching building of Xinghu school in Liangjiang New Area, Chongqing, Wumin, a Chinese teacher, gave students an immersive integration class in the Sunflower Garden. Issued by Xinhua News Agency Why is it difficult? Multiple factors of family, school, society and technology intertwined Primary and secondary school students are in a critical period of language learning. Their language use is related to not only the goals and methods of school classroom education, but also the style and habits of family education. Primary and secondary school students of different ages have different degrees of involvement in society, network and media. The impact of the digital wave has brought about changes in the language ecology. The development of digital technology has provided unprecedented convenience for people to communicate, but it has also profoundly affected and changed the previous language and cultural ecology. According to the 2020 National Research Report on the use of the Internet by minors, there are 183million minors in China, and the Internet penetration rate is 94.9%; The age of minors' first contact with the Internet continued to decline, and more than one third of primary school students began to use the Internet before school age. This data showed an upward trend year by year. The primary and middle school students who have grown up completely in the digital age are naturally immersed in the world of network language and are imperceptibly influenced by network expression. Although the network language has considerable vitality and innovation, it has produced many simple, vivid and vivid network catchwords, which have enriched the forms of Chinese expression; However, it can not be ignored that the network language is full of a large number of non-standard and unhealthy network terms, wrong words, and some obscure and even vulgar expressions, which have a negative impact on the social language life. Duanhaifeng, a doctor of linguistics at the Central University for nationalities, said: "it is difficult for junior and primary school children to distinguish between virtual space and real life. Of course, it is also difficult to choose appropriate language expressions according to different scenes." In addition, for primary and middle school students who are still in the stage of mastering and consolidating their basic writing skills, the screen reading habits of "watching", "clicking" and "drawing" also directly affect their attention to writing and practice time. Chinese education experts unanimously stressed that high-quality writing can not only rely on "reading", but also can not rely on "typing", which must be achieved through years of "writing" practice. Score pressure hastens the "crowding" of exam oriented teaching on Quality Cultivation