If I want to write a novel, I need to take some Chinese courses.

If you want to write a novel, you need to take some Chinese courses.

If you want to read other people's literary novels to understand the essence of other people's words, I suggest you read Guo Jingming's novels. I hope you can find elites near Jinqiao. I want to take up Chinese courses. Please give me the address! Thank you

You can call for the specific address. Jing,,, Rui has a very good reputation. You can check out the first-grade Chinese course

Unit 1

1 In the mountains The other side

2 Take one step, take another step

3 Life life

4 Wisteria Waterfall

5 Childlike fun

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Oral Communication. Comprehensive Learning This Is Me

Unit 2

6 Ideals

7 Two Short Essays

8 Fables of Life

9 My Beliefs

10 Ten Articles from "The Analects of Confucius"

Comprehensive learning, writing, oral communication and roaming the Chinese world

Unit 3

11 Spring

12 Winter in Jinan

13 Visiting Friends in the Mountains

14 Autumn

15 Five Ancient Poems

Writing. Oral Communication. Comprehensive Learning to Feel Nature

Unit 4

16 Fossil Chant

< p> 17 Look at the clouds to know the weather

18 Green Grasshopper

19 Footprints on the Moon

20 Mountain City

Comprehensive Learning .Writing. Oral communication to explore the mysteries of the moon

Unit 5

21 Kite

22 Antelope wood carving

23 Walk

24 Two poems

25 Two poems from "Shishuoxinyu"

Writing. Oral communication. Comprehensive learning I love my family

Sixth Unit

26 The Emperor's New Clothes

27 Two Poems by Guo Moruo

28 Nuwa Creates Man

29 The Blind Child and His Shadow

30 Four Fables

Comprehensive learning, writing and oral communication in pursuit of human origins Vocational high school Chinese course notes

Pay attention to the extended cultural connection between the key points of the text and the article Together, by combining a humorous teaching style and a flexible and interactive teaching method, you can teach Chinese well!

Good luck! Volume 2 of the third-grade Chinese course

How to teach the third-grade Chinese course well? It has been at the forefront of primary school Chinese teaching for more than ten years. The feeling of "different" and the sudden awakening of "looking back suddenly, that person is in the dimly lit place". During this period, I accumulated a little bit of knowledge on how to give a good Chinese class and how to become a respected elementary school student. Teacher experience. American educator Mr. Dewey once said: "What kind of education you give your children means what kind of life you give your children!" Yes, most of children's childhood life is spent in school. So I often think about this question: What kind of Chinese class should I give my children? What kind of life should you give your children? I think Chinese classroom should be an emotional classroom. A Chinese teacher must be good at touching the emotional heartstrings of students in order to play one touching and unforgettable piece of music! 1. Present a classroom full of passion. A Chinese class full of passion will not only be enjoyed by students, but also the teacher himself will enjoy the joy of success! The passion of teachers comes from their love for education, their love for students, and their pursuit of dreams! If students are interested in class, teachers are required to do the following three things: 1. Based on the text and gain insights while reading. The subject of Chinese is not like other subjects. It must be based on teaching materials. Each article covers a wide range of knowledge, ranging from astronomy to geography. There are so many resources that can be explored. But Chinese classes are still Chinese classes after all. The new curriculum standards require students to cultivate their sense of language, feel the charm of the motherland’s language, and be able to use language to express their true feelings. Therefore, Chinese language has two major characteristics: instrumental and humanistic. How to reflect these two characteristics? Reading and understanding is a good way. Taking the teaching of "Bird's Paradise" as an example, I first asked the students to read the passage praising the big banyan tree, and then asked: "How do you feel about it?" The students underlined the sentences they thought were beautiful and commented on them. The whole class While communicating, read and ponder: What’s so good about the word “lying”? What does “look at it” and “look at it from a distance” say about the banyan tree? What does “countless” mean? And draw a picture on the blackboard. Students read it, and teachers and students share their feelings together and appreciate the ingenuity of the author's use of words. It can be said that reading the wonderful passages of the text is the essence of a lesson. Only by reading it thoroughly can you understand it. Only in this way can the teaching resources - teachers, students and texts be developed and utilized in the dialogue. 2. Pay attention to needs and be good at stimulating interest.

Respecting students' "needs" for learning and stimulating students' interest in learning are the prerequisites for achieving "students' active and active learning and improving teaching efficiency." A teacher with very rich teaching experience once warned me: Chinese classes must understand students’ reading, knowledge-seeking and emotional needs, and avoid indoctrination. The focus is on arousing interest and mobilizing students’ enthusiasm. I use a variety of methods to stimulate students' interest in learning during the teaching process, or provide intuitive demonstrations, or quote from other sources, or cleverly create suspense... stimulate their desire and motivation to read, and create a positive teaching atmosphere of "I want to learn" and "I want to learn". . In order to stimulate students' interest in learning, when teaching the text "The Sun", I found relevant videos and watched them with the students. When the vast universe appeared in front of the children's eyes, I really felt that they Longing eyes! They want to know about the sun so much! I asked with great interest: "What do you want to ask the sun? What else do you want to say?" The children were all very interested and eager to try. "Stimulating interest" greatly mobilizes students' initiative and enthusiasm, and the teaching process "turns pain into joy." 3. Timely guidance and emotional stimulation. “When you climb a mountain, you will be filled with emotions, and when you look at the sea, you will be filled with meaning.” The “emotion” in teaching is like the “catalyst” for bilateral activities of teaching and learning. With it, students will Under the guidance of the teacher, enter the wonderful realm of the text. The text "Snow Fun" expresses the author's love for nature through the description of the snow scene on the playground after snow and the children playing in the snow. During the teaching, I designed an introduction to bring the students into the author's affection and the connotation of the article: "Children, when we send Aunt Qiu away, Grandpa Winter will come. Do you like winter? Like being in the snow What kind of game are you playing? Can you tell us your happy past?" In this way, the "three emotions" of the author, teachers, and students were stimulated, and the students' love for snow and nature was stimulated. Sublimation, thoughts are educated, "literary" and "Tao" go hand in hand and complement each other. 2. Pay attention to students’ life value orientation. Confucius said: There is nothing better than a person who knows something, and nothing better than a person who loves it. The teaching process should become a pleasant emotional life and positive emotional experience for students. The classroom is not only a palace for the transmission of subject knowledge, but also a temple for the cultivation of human nature. There are rich moral factors hidden in classroom teaching. "Teaching is always educational" is a basic law of teaching activities. Taking "Ask the Galaxy" as an example, I asked some students to ask many interesting questions about the beautiful and mysterious Milky Way, and asked other students to play the role of the Milky Way to answer their imaginative questions, and tell the story through the information about the Milky Way assigned before class. What does the Milky Way really look like for kids? In this relaxed and harmonious atmosphere, students' curiosity and thirst for knowledge are satisfied through games. between students and teaching materials. The attraction of teaching materials to students directly affects students' interest in learning, so it is very important to establish wonderful emotions between students and teaching materials. Li Jilin, who has made outstanding contributions to Chinese situational teaching, once summed up the development model of emotional promotion: when reading the text for the first time, the motivation is stimulated to fall in love; to feel the image described in the text; to understand the charm of the language of the text. Emotion; expressing emotions in facial expression reading and language training. between students and students. Due to the optimization of the situation, students are friendly and close to each other. They learn from each other, cooperate and help each other, and learn from each other's strengths in interpersonal situations such as intimacy, help, and fun, and develop team awareness, cooperation spirit, and communication skills, which provides a good emotional atmosphere for learning Chinese. 3. Create situations to mobilize students’ enthusiasm for learning. Situation creation is a process that provides various forms of *** information and causes psychological reactions or activities. It is not a natural accompaniment of the teaching process, but a product actively designed by teachers. It requires teachers to take practical actions to care about the growth of all students, deeply understand their living habits, hobbies, and learning characteristics, and establish a deep relationship between teachers and students, so that students can "know their teachers and believe in their teachings." In teaching, we strive to infect students from all aspects with abundant emotions, a dedicated spirit, rich imagination, vivid language, and a high degree of generalization. Let students be influenced by what they hear and see, and stimulate the emotion of learning Chinese well. On this basis, problem situations are created based on the content of the textbook and the level of the students being taught. Commonly used methods are: 1. Connect life to show the situation. Life is the only source of the article. All articles are the product of the life at that time and place reflected in the writer's mind. Taking the article as an example, in order to cultivate students' ability to correctly understand and use the motherland's language and characters, they must "translate the text into emotion" and "follow the source". That is to say, students must be guided to recognize and understand the author's life reflected in the article. Only then can they know the author's intention, material selection, article planning, and language use. Only then can they appreciate the author's feelings expressed in the article, and then be influenced by truth, goodness, and beauty. edification. The so-called linking life to display situations means communicating the life written in the textbook with the students' lives through creating situations, opening up the students' life library, strengthening their experience, and enhancing their understanding of the article. This is what the ancients meant when they read, "Be humble and understand yourself." For example, when I was teaching the lesson "Making Us Stronger", I first asked the students to recall their own sports activities and games. The children's interest was immediately aroused, and they all raised their hands to talk about their happy experiences. I used the camera to write the names of the sports they mentioned on the blackboard to teach literacy.

At the same time, it infiltrates the principle that life lies in exercise and educates students to exercise more to make their bodies stronger! Only in the future can we become the pillars of our motherland! 2. Use physical objects to demonstrate situations. As the saying goes: "A sight is worth a hundred hearings." This is a rule for people to understand objective things. The use of physical objects to demonstrate situations is based on this understanding of the law. The objects involved in general knowledge texts are unfamiliar to students. Once the actual objects are shown, children will suddenly understand them. For example, when I was teaching the lesson "Drawing Eggs", I asked the students what shape an egg was, and most students said it was oval. At this time, they recognized what Leonardo da Vinci said to the teacher, yes, eggs are all Oval shape, why does the teacher keep asking Leonardo da Vinci to draw eggs? This is also a difficulty in this article. In order to overcome this difficulty, I used the method of physical demonstration, taking out an egg and letting students observe it from different angles. What the students saw was indeed different shapes, and finally pointed out The teacher asked him to draw eggs to train his eyesight and painting skills. Basic skills can only be solid and perfect through hard training. 3. Use pictures to reproduce situations. Texts and paintings are interlinked. Therefore, using pictures to reproduce text situations can make the text concrete and visual, and achieve the effect of "a picture can tell a thousand words". In front of the pictures, students can see clearly and feel truly. From the colors, light and shade of the pictures, they can not only quickly and three-dimensionally perceive the content of the text, but also easily accept and understand the aesthetic feeling. At the same time, they can also appreciate the author's ability to turn pictures into language and words. Brilliant and creative in drawing by the text. When using pictures to reproduce situations, teachers should provide guidance and inspiration to guide students in the direction of understanding; at the same time, they should also tell the story emotionally so that students can fully experience the image and enter the situation. For example: When I taught the lesson "Little Painters in the Snow", through vivid pictures, students experienced the happy mood when it snowed, understood the "works" of the little painters, and easily broke through the key points and difficulties. . 4. Play music to render situations Music is an art that appeals to people's hearing and activates people's associations and imagination. Music is the outpouring of the composer's soul and the flow of emotions, so music can best mobilize people's emotions, soothe people's souls, exaggerate situations, and create atmosphere. If the language of music and language can be communicated, teaching can truly mobilize students' auditory, visual and other organs. In this synesthesia, unexpected effects can be achieved. Play music to enhance the situation. You can not only play beautiful and soothing music to enjoy the beauty, but also play sadder music to let students understand some heroic feats that are far away from them. For example, when teaching the article "Memories of Sixteen Years Ago", I am reading Li Dazhao. During the heroic sacrifice, I played sad music. The children read the article with grief and deepened their admiration for Li Dazhao. Some students even shed tears while reading the article, which truly touched the depths of his emotions. They were impressed! 5. Play the role to experience the situation. In order to make the teaching situation truly appear in front of the students, the teacher can guide the students to play the role in the text as if they were acting, allowing the students to stand in the position of the role and describe in depth what they see, hear and think in the text. Feeling. Since the students' psychological position is replaced by the psychological position of the characters in the text, not only can the teaching material content be quickly visualized, but also they can be understood quickly. There are four ways to play a role and experience the situation: (1) Get into the role. Let students read the text with strong emotions and experience the thoughts and feelings of various characters in the text. (2) Read aloud by role. This kind of reading can allow students to hear the different voices of various characters in the textbook. Although they have not seen the characters, they have heard their voices, which can enhance their understanding of the text. (3) Direct performance. For the plays selected from the text, students can be organized to dress up as characters in the play and perform them based on reading aloud by role, so that students can experience the characters' personality traits during the performance. (4) Adapt the textbook drama. Writing a script based on the text and then asking students to perform it is also a method of Chinese teaching. To cultivate students' ability to correctly understand and use the motherland's spoken and written language, we must "translate the text into the emotions" and "follow the waves to find out the source." That is to say, students must be guided to recognize and understand the author's life reflected in the article. Only then can they know the author's intention, material selection, article planning, and language use. Only then can they appreciate the author's feelings expressed in the article, and then be influenced by truth, goodness, and beauty. edification. The so-called linking life to display situations means communicating the life written in the textbook with the students' lives through creating situations, opening up the students' life library, strengthening their experience, and enhancing their understanding of the article. This is what the ancients meant when they read, "Be humble and understand yourself." For example, when I was teaching the lesson "Making Us Stronger", I first asked the students to recall their own sports activities and games. The children's interest was immediately aroused, and they all raised their hands to talk about their happy experiences. I used the camera to write the names of the sports they mentioned on the blackboard to teach literacy. At the same time, it infiltrates the principle that life lies in exercise and educates students to exercise more to make their bodies stronger! Only in the future can we become the pillars of our motherland! 2. Use physical objects to demonstrate situations. As the saying goes: "A sight is worth a hundred hearings." This is a rule for people to understand objective things. The use of physical objects to demonstrate situations is based on this understanding of the law. The objects involved in general knowledge texts are unfamiliar to students. Once the actual objects are shown, children will suddenly understand them.

For example, when I was teaching the lesson "Drawing Eggs", I asked the students what shape an egg was, and most students said it was oval. At this time, they recognized what Leonardo da Vinci said to the teacher, yes, eggs are all Oval shape, why does the teacher keep asking Leonardo da Vinci to draw eggs? This is also a difficulty in this article. In order to overcome this difficulty, I used the method of physical demonstration, taking out an egg and letting students observe it from different angles. What the students saw was indeed different shapes, and finally pointed out The teacher asked him to draw eggs to train his eyesight and painting skills. Basic skills can only be solid and perfect through hard training. 3. Use pictures to reproduce situations. Texts and paintings are interlinked. Therefore, using pictures to reproduce text situations can make the text concrete and visual, and achieve the effect of "a picture can tell a thousand words". In front of the pictures, students can see clearly and feel truly. From the colors, light and shade of the pictures, they can not only quickly and three-dimensionally perceive the content of the text, but also easily accept and understand the aesthetic feeling. At the same time, they can also appreciate the author's ability to turn pictures into language and words. Brilliant and creative in drawing by the text. When using pictures to reproduce situations, teachers should provide guidance and inspiration to guide students in the direction of understanding; at the same time, they should also tell the story emotionally so that students can fully experience the image and enter the situation. For example: When I taught the lesson "Little Painters in the Snow", through vivid pictures, students experienced the happy mood when it snowed, understood the "works" of the little painters, and easily broke through the key points and difficulties. . 4. Play music to render situations Music is an art that appeals to people's hearing and activates people's associations and imagination. Music is the outpouring of the composer's soul and the flow of emotions, so music can best mobilize people's emotions, soothe people's souls, exaggerate situations, and create atmosphere. If the language of music and language can be communicated, teaching can truly mobilize students' auditory, visual and other organs. In this synesthesia, unexpected effects can be achieved. Play music to enhance the situation. You can not only play beautiful and soothing music to enjoy the beauty, but also play sadder music to let students understand some heroic feats that are far away from them. For example, when teaching the article "Memories of Sixteen Years Ago", I am reading Li Dazhao. During the heroic sacrifice, I played sad music. The children read the article with grief and deepened their admiration for Li Dazhao. Some students even shed tears while reading the article, which truly touched the depths of his emotions. They were impressed! 5. Play the role to experience the situation. In order to make the teaching situation truly appear in front of the students, the teacher can guide the students to play the role in the text as if they were acting, allowing the students to stand in the position of the role and describe in depth what they see, hear and think in the text. Feeling. Since the students' psychological position is replaced by the psychological position of the characters in the text, not only can the teaching material content be quickly visualized, but also they can be understood quickly. There are four ways to play a role and experience the situation: (1) Get into the role. Let students read the text with strong emotions and experience the thoughts and feelings of various characters in the text. (2) Read aloud by role. This kind of reading can allow students to hear the different voices of various characters in the textbook. Although they have not seen the characters, they have heard their voices, which can enhance their understanding of the text. (3) Direct performance. For the plays selected from the text, students can be organized to dress up as characters in the play and perform them based on reading aloud by role, so that students can experience the characters' personality traits during the performance. (4) Adapt the textbook drama. Writing a script based on the text and then asking students to perform it is also a method of Chinese teaching. 6. Refine the language to describe situations. No matter which of the five methods mentioned above must be implemented based on the teaching language, if the teaching language is left, the teaching situation cannot be created. Even if there is a certain situation, it cannot play a teaching role. , realize the value of situation, so teaching language is the basis for creating teaching situation. As age increases, thinking ability gradually increases. If we only rely on intuitive teaching situations, it will easily make teaching simple and superficial, which is not conducive to the cultivation and training of students' abstract thinking. It will also not be able to stimulate students' strong desire for knowledge and satisfy students. A higher level of pursuit of truth, goodness and beauty. From this point of view, we must also pay attention to the role of teaching language. In the final analysis, a teacher's ability lies in the teaching language, and the art of teaching is ultimately reflected in the teaching language. When using teaching language, from the aspect of content, it must be accurate, concise, and rational; from the aspect of form, it must be beautiful in decoration, style, and posture. In short, I sincerely hope that every Chinese class of mine can accompany the children to spend a happy time! Each of my Chinese classes allows students to learn as much as they need to know in a relaxed and harmonious atmosphere! Teaching Chinese truly, teaching Chinese simply, teaching Chinese calmly, and teaching Chinese easily is the ideal teaching state I have been pursuing. I am on the way and I am working hard!

Where is the address of Jinqiao Elite? Want to catch up on Chinese lessons

On the 5th floor of Tower 6, Jinqiao International Plaza, there have been several Chinese curriculum reforms in primary schools

The eighth curriculum reform is the current new curriculum standard. How to memorize Chinese courses efficiently

The most basic thing about Chinese learning is to learn to listen to the lectures and master the knowledge points required by the teacher. At the same time, learning must be planned. Planning is mainly to improve the effectiveness of learning, and it is also helpful to develop a good study habit. If your writing skills are poor, write one essay a week. If your reading skills are poor, practice reading comprehension one essay a day. If your basic knowledge is poor, take some time to memorize and recite it every day, and so on.

1. One of the key points in learning Chinese well: memorizing, reciting or appreciating words, ancient poems, ancient prose, etc. The focus of learning this kind of knowledge is in class. You should concentrate in class and spend more time after class to memorize, recite, understand and apply.

2. Second key point in learning Chinese well: Reading must be strengthened. It is best to practice reading one article every day. In addition, you can learn speed reading. Speed ??reading is an efficient reading and learning method. Its training can activate the potential of our "brain and eyes" and cultivate and improve our reading speed, inductive analysis, understanding and memory, etc. After mastering speed reading, you can quickly extract the context and key points of paragraphs and articles when reading articles and materials, promote sorting, induction and analysis, and improve the efficiency of writing. At the same time, you can save a lot of time and do other things with ease. For specific exercises on speed reading, you can refer to the "Elite Special Whole-Brain Speed ??Reading and Memory Software". I practiced it when I was a student, and I am still benefiting from it now.

3. The third key point in learning Chinese well: improve writing skills. The basis of writing is materials and ideas. You should read more and accumulate more. Studying in high school is quite stressful and time is very limited. The speed reading I mentioned earlier can play a big role in accumulating materials. With accumulation, you can read more excellent compositions and look for ideas for writing. You should write more and learn to learn from, apply, and integrate them, so that your writing ability will continue to improve.

To improve your Chinese language performance, you also need to answer questions. You can’t just memorize and recite them to avoid having too much ambition and too little ambition. How to write a message for parents in Chinese language courses

Tell the teacher what you want to say to the teacher, whether it is your opinions or suggestions for the teacher, or whether you feel there is anything that needs improvement in the teacher’s teaching methods. , and regarding the relationship and connection between parents, teachers, and children, you can propose some methods and methods that you think can make your children healthy, happy, and well-educated in all aspects. You can tell the teacher in the parent message . Of course, it depends on the personality characteristics of the teacher you are leaving a message for. If this teacher is not the kind of teacher who accepts other people's opinions, does not know how to innovate his own teaching methods, and improves students' academic performance and student quality, I suggest you be more hypocritical and don't write Praise the teacher for your true thoughts so that he will not embarrass his children. Of course, if you are a teacher who is willing to grow, accept opinions, improve your own quality, and let your improvement drive students in all aspects, then boldly write your own opinions. This is also the purpose of some teachers asking parents to leave messages, because teachers Facing all the children in the class, parents must communicate with the teachers frequently so that the teachers and parents can educate their children together so that the children can develop in an all-round way. Therefore, teachers can also use parents to make their own education and teaching methods suitable for the learning of all children in the class. Therefore, I suggest that you first confirm the character of the teacher who asked to leave a message, and then decide how to leave a message. I personally like parents to give me advice so that the children in my class can improve in all aspects, haha! ~So parents don’t need to think too much about how to leave a message. You can write it as a message if you think it is useful to your child. The answer to What is the function of Chinese courses in Chinese Curriculum and Teaching Theory?

First, further improve students’ Chinese literacy on the basis of nine-year compulsory education. Chinese literacy is the most basic literacy for a citizen. The connotation of Chinese literacy is very rich. It aims to promote the harmonious development of students' morality, intelligence, body and beauty as its fundamental purpose and to cultivate students' comprehensive practical ability in Chinese as its core. It is a combination of Chinese ability and Chinese knowledge, thoughts and feelings, language accumulation, language sense, The organic integration of thinking quality, moral cultivation, aesthetic taste, personality and character, learning direction and learning habits. Chinese literacy is not only reflected in strong literacy and writing skills, reading skills, writing skills, and oral communication skills, but also in the strong ability to comprehensively use Chinese in life and the ability to continuously update knowledge. Therefore, for high school Chinese teaching, on the one hand, it is necessary to understand what basic Chinese literacy students have acquired during the compulsory education stage to avoid mechanical repetition in Chinese teaching. On the other hand, we must think about what measures should be taken to promote students' Chinese literacy further improved on the original basis.

Second, we should continue to pay attention to students’ language accumulation and the development of language sense and thinking. Although the "Chinese Curriculum Standards for Compulsory Education" puts forward the requirement of "enriching language accumulation, cultivating language sense, and developing thinking", it does not mean that the teaching tasks in this area have been completed. As a high school Chinese teaching, we should further improve the training requirements on the basis of students' original skills, because enriching students' language accumulation, cultivating students' language sense, and developing students' thinking are always the most important tasks of Chinese teaching. This is why Chinese courses are different from other subjects. The essence of the course.

Third, help students master the methods of learning Chinese in the practice of reading and appreciation, expression and communication. Chinese is a highly practical course. Chinese teaching should focus on cultivating students' Chinese practical ability. The main way to cultivate this ability is Chinese practice. In other words, learn to read from reading, learn to write from writing, learn oral communication from oral communication, and return the initiative of listening, speaking, reading and writing to students. Since Chinese knowledge only plays a supporting role, "it is not appropriate to deliberately pursue the system and completeness of Chinese knowledge."

For a long time, there has been such a misunderstanding in Chinese teaching: it is believed that the formation of students' Chinese ability depends on the systematic teaching of Chinese knowledge and systematic and complete Chinese training, while neglecting the fact that mother tongue teaching has a foundation, context, and rich content. the basic fact of resources. This is the fundamental reason why current Chinese teaching is "time-consuming and inefficient". Students do not first master the knowledge of grammar and rhetoric before engaging in practical activities of listening, speaking, reading and writing, but gradually acquire relevant knowledge of grammar and rhetoric through a large number of practical activities of listening, speaking, reading and writing. Therefore, in order to improve students' ability to practice Chinese, we must adopt a variety of forms to create as many practice opportunities as possible for students. This includes not only students' listening, speaking, reading and writing practice in the classroom, students' recitation taste, but also Including various extracurricular Chinese language practice activities; secondly, we must continue to develop and utilize ubiquitous and ever-present Chinese education resources to enhance students’ awareness of learning and using Chinese in various situations, so that students can rely on rich resources and a large number of Practice, gradually understand and acquire the rules of learning Chinese in learning and using Chinese, and continuously improve students' Chinese practical ability.

Fourth, enhance Chinese application ability and cultivate aesthetic and inquiry abilities. The biggest drawback of traditional Chinese education is that it is divorced from language theory and practical application, and Chinese language has become a stepping stone for further education and fame. In order to solve this problem, Chinese teaching must implement the principle of "applying what you learn", focus on cultivating students' Chinese application ability, and improve students' aesthetic ability and inquiry ability in the process of cultivating students' Chinese application.