The quantification of Chinese classroom evaluation criteria is only an external explicit means. Teachers must also pay attention to the qualitative embodiment of teaching and learning in the teaching process, and attach importance to qualitative while quantifying.

Core literacy idea pays more attention to the characteristics of Chinese subject and the development of students, which must be considered dynamically from the aspects of students' needs, psychology and emotion, and has the perspective of sustainable development. Specific can be considered from the following aspects.

1. Is the classroom environment harmonious and democratic?

Creating a harmonious and democratic teaching atmosphere is the basic premise of cultivating students' initiative to explore and be brave in innovation. Only in a democratic, equal and harmonious relationship between teachers and students can students eliminate psychological pressure, think positively, cheer up their spirits and exert their creativity.

Teachers are the key to form a good teaching atmosphere. Teachers are the organizers and participants of the classroom, not the masters. They should maintain equality with students in personality, emotion and psychology, truly realize the interaction between teachers and students, and give full play to students' subjectivity and creativity.

2. Is there any gradient and layering in thinking training?

At present, there are two defects in Chinese classroom: first, in order to pursue the so-called classroom atmosphere, asking questions is too simple and there is no process for students to think independently; Second, teachers don't pay attention to guiding or evaluating students' answers properly, which is easy to form students' thinking numbness. The art of teaching lies not only in the ability to impart knowledge, but also in inspiring, awakening and encouraging students.

3. Whether the teaching design reflects the characteristics of China is enlightening, logical and developmental.

Common methods such as reading aloud, discussion and free expression should be comprehensively used in Chinese classroom operation. Without these methods, the classroom is often difficult to support. Reading can help students collect and process information, understand the world, develop their thinking and gain aesthetic experience. Discussion and free expression can fully reflect students' sense of participation. Chinese classroom should not be a stage for teachers to perform unipolar performances, let alone a place for students to listen passively. Students should have the right and opportunity to express themselves freely. Students should be encouraged to question and satisfy their desire for expression, so as to really stimulate their interest.

4. Is there emotional integration between teachers and students in class?

Teachers' profession is a profession of "inspiring spirit with spirit, influencing temperament with temperament, and shaping personality with personality". Therefore, paying attention to the emotional integration between teachers and students is an important basis for infecting and influencing students, and teachers' own emotions, aesthetic tastes, ideas and behaviors will be reflected in the classroom. As an educator, the teacher's educational ideas, concepts and purposes make him constantly standardize himself, so the emotional integration between teachers and students is easier to show his personality, and it is easier to spark in the collision with students' thoughts, thus achieving the effect of both sides' physical and mental pleasure.

5. Whether to pay attention to the individualization of students' answers and whether to show students' creativity.

In order to reflect the vitality and vigor of Chinese classroom, teachers need to give up the idea of "standardization", such as "binding all kinds of mathematics content" and follow the rules. This in itself violates the fuzziness of humanities, and blindly pursuing the accuracy of natural science will inevitably stifle students' creative thinking to a certain extent. Classroom teaching should protect students' divergent thinking, not pay too much attention to results, but pay attention to the thinking process.

The cultivation of students' innovative consciousness depends on teachers' innovative ability and teachers' objective classroom evaluation. Under the core literacy idea, teacher evaluation can effectively cultivate students' core literacy as long as it can reflect teachers' love, moral feelings and scientific spirit.