1995 graduated from Chinese Department of Northeast Normal University, and was assigned to teach Chinese in high school attached to northeast normal university in the same year.
1998 puts forward his own view of language-speech/culture, which holds that the surface structure of language is speech and the deep structure is culture. Chinese teaching can't just stay on the surface of speech, but also touch the bottom of culture, so Chinese class can't just be a speech training class.
At the end of 1998, he put forward the concept of "annotation reading" and began to teach in his class the following year.
1999 puts forward the theories of "teaching preparation" and "non-teaching preparation", and holds that "non-teaching preparation" is an important way for Chinese teachers' professional development.
In 2002, he participated in the training of backbone teachers in the new national basic education curriculum organized by the Ministry of Education.
In 2005, it was put forward that "Chinese education is to cultivate traditional modern people, that is, people old and new".
June 2006: 5438- 10 was hired as a part-time professor by the College of Literature of Northeast Normal University as a postgraduate tutor of Chinese curriculum and teaching theory.
1999- 10 began the teaching reform experiment of "nationalization of Chinese education", which mainly included 300 experiments of memorizing classical poems for two years, 500 experiments of memorizing classical poems for five years, annotation reading experiment, whole reading experiment, calligraphy education experiment, etymological literacy teaching experiment and teaching note experiment. This experiment has great influence in the province, Northeast China and even the whole country. Executive Director of Personalized Writing Working Committee of China Newspaper Association
Director of China Reading Appreciation Research Association
Vice President of Jilin Writing Society
President of Jilin Primary and Secondary School Reading and Writing Teaching Research Association
Academic Member of Chinese Teaching Committee of China Education Society 10 Junior Middle School Chinese (10 year spans the teaching of Grade Three and Grade One)
1 year Primary Six Chinese (across Primary Six and Senior Two)
By the end of 20 13, I had taught 10 high school Chinese.
I once taught the course "Middle School Chinese teaching material analysis and Teaching Skills Training" to undergraduates in the College of Liberal Arts.
"Discussion on Contemporary China Education Hotspots" (optional course) was offered for graduate students.
Case analysis and reflection on Chinese teaching (the main course) in middle schools are being offered to graduate students.