Foreign scholars have been concerned about the literary literacy of language learners since the 1970s, similar to Chomsky's language literacy. Literary literacy is crucial for the professional development and foreign language education of primary and secondary school foreign language teachers. However, in the field of foreign language education in China, the literary literacy of primary and secondary school English teachers has not received sufficient attention, due to reasons including disciplinary traditions and cognitive issues. With the reform of the college entrance examination system, the updating of English exam question types, the release of new curriculum standards, and the use of new textbooks, improving the literary literacy of primary and secondary school English teachers has become an urgent issue that needs attention. The new curriculum standards, textbooks, and college entrance examination have become external driving forces for improving the literary literacy of primary and secondary school English teachers. Explored the factors that constrain the improvement of literary literacy among primary and secondary school English teachers, as well as effective paths to enhance their literary literacy.

The Requirements of "Three News" for Literary Literacy of Primary and Secondary School English Teachers

Discussed the impact of the new round of examination and enrollment system reform on the literary literacy of primary and secondary school English teachers. In 2014, the State Council launched reforms, which led to changes in the structure and content of English high school entrance examination questions, especially the introduction of reading and writing continuation question types, requiring students to creatively imitate and posing new challenges to teachers' literary literacy. The Examination Center of the Ministry of Education and experts emphasize the importance of enriching the context, and literary discourse is suitable as a material for post reading continuation. The new college entrance examination and revised curriculum standards have elevated the status of literary discourse in English teaching, requiring teachers to possess literary knowledge and teaching abilities. The proportion of story discourse in the new high school English textbooks has increased, possessing the basic characteristics of literary discourse. Literary texts have aesthetic, thematic richness, profundity, and educational functions. But many teachers' literary literacy remains limited to their university years, and they are unable to cope with new works and critical theories. Improving teachers' literary literacy faces difficulties, and the following text will analyze the problem and explore solutions.

The Problems in Improving the Literary Literacy of English Teachers in Primary and Secondary Schools

The four main issues faced by primary and secondary school English teachers in improving their literary literacy under the background of the "three new" were discussed. Firstly, teachers' insufficient understanding of the importance of literary literacy has led to the marginalization of Chinese language courses in pre service education, which affects the improvement of teachers' literary literacy. Secondly, the lack of continuous systematic thematic training aimed at improving literary literacy has left teachers at a loss when faced with literary discourse in the new textbooks. Thirdly, the lack of specialized teaching and research activities aimed at improving teachers' literary literacy reflects that relevant units have insufficient comprehensive understanding of the new curriculum standards, new textbooks, and new college entrance examinations. Finally, the scarcity of high-quality literary education resources, especially in rural areas, makes it difficult for teachers to access excellent literary books and teaching resources in a timely manner. These issues collectively constrain the effective improvement of literary literacy among primary and secondary school English teachers.

Exploration of the Path to Enhancing Literary Literacy of Primary and Secondary School English Teachers

Explored five paths for improving the literary literacy of primary and secondary school English teachers. Firstly, it is emphasized to enhance teachers' awareness of the importance of literary literacy and update their concept of literacy. Secondly, guided by the concept of "lifelong education", we will carry out specialized training on improving literary literacy, including Chinese and foreign literary classics, literary theories, etc. Thirdly, through teaching and research activities such as expert lectures and reading of literary classics, teachers' literary literacy and teaching abilities can be enhanced. Fourthly, establish a virtual teaching and research room for the development of English teachers in urban and rural areas, digitally empower the improvement of literary literacy, and promote the balanced development of basic education. Finally, establish a school-based course on reading classic English literature to enhance literary literacy in practice. These paths aim to meet the national requirements for English talent cultivation and enhance the literary literacy of primary and secondary school English teachers.