From Qin and Han dynasties to the present, Chinese character teaching has always been the focus and difficulty of Chinese teaching. It is the key point, because learning Chinese characters well is the basis of learning Chinese. It's difficult, because Chinese characters are not alphabetic characters, but a unique writing system. Chinese characters are a combination of form, sound and meaning: each Chinese character has a fixed form composed of certain strokes, representing a tone syllable and a morpheme in the language. The strokes that make up Chinese characters are very complicated, with more than 20 kinds, different shapes and different trends. There are only one or two strokes per word, and as many as twenty or thirty or even more. There are many words, including more than 40,000 words in Kangxi Dictionary, and more than 40,000 words in modern general dictionaries and dictionaries 10000. According to statistics, there are more than 7,000 commonly used words in modern times, of which more than 3,000 are the most commonly used. In addition, there are various complicated problems such as disyllabic words, polysemous words, variant characters, variant characters, words with similar sounds, words with similar meanings and so on. Therefore, in the initial stage, it is quite difficult to know, understand and write. In order to cope with this important and difficult point, educators have designed many effective methods and gained a lot of valuable experience, which is mainly reflected in literacy textbooks. Chinese is a non-morphological language. Chinese morphemes are mainly monosyllables and written as a Chinese character; In ancient Chinese, monosyllabic words accounted for a large proportion. The ancients used these characteristics to write children's literacy textbooks in a neat and rhyming way, which is convenient for reading and memorizing. This method has been adopted from the Collection of Nine Articles compiled by the Western Han Dynasty to the Thousand-Character Works compiled by Liang Wudi and Zhou Xingsi in the Southern Dynasties, Hundred Family Names compiled by people in the early Song Dynasty, San Zi Jing compiled by Wang Yinglin according to legend, and various literacy textbooks since the Yuan and Ming Dynasties. For example, "Heaven and Earth are mysterious and the universe is vast" (thousands of words), "Thousands of Sun Zhaoli, Wu Zhou Zheng Wang, Chen Feng Chu Wei, Jiang Shen Han Yang" (hundreds of surnames), "At the beginning of life, human nature is good, human nature is similar, learning from afar and refusing to teach, moving in nature, specializing in teaching and learning" (three words) these textbooks not only teach children literacy, but also teach a little knowledge. In the late Qing Dynasty, imperial examinations were abolished and new schools were established. Early "Chinese" textbooks, including those in the early years of the Republic of China, still used this traditional writing method to varying degrees, such as "people, hands, feet, knives, rulers" mountains, waters and fields; Dogs, cows, sheep. A suit, second-hand; Dashan, Xiaoshi. Heaven, earth, day and month; Father, mother, male and female "(* * and New China, Volume I). In 1930s and 1940s, in the liberated areas led by the Communist Party of China (CPC), similar measures were taken to eliminate illiteracy and popularize primary education. For example, the children's three-character sutra compiled by Xin Anting in Yan 'an. Since the Song Dynasty, thousands of characters, hundreds of surnames and three-character classics have formed a set of matching literacy textbooks, commonly known as 3000, which have been used nationwide for more than 1000 years. The total number of words in 3000 is 2720. If repeated words are counted as one word, there are about 2000. You's "Ji Jiu Pian" is 20 16, and the Eastern Han people added 128. Now, the manuscript is 2 144 words. Wang Yun, a philologist and primary school educator in the Qing Dynasty, believes that teaching children about 2,000 words first can lay a foundation for preliminary reading (according to recent statistics, the coverage rate of the first 2,400 words most commonly used in modern vernacular works can reach over 95%). Another kind of literacy textbook, popular in one place, has strong regional and industrial colors (such as agriculture and commerce), and its words are more popular, even very close to spoken language, which is called "miscellaneous words". The origin is not later than "three thousand", and there are many varieties. This kind of teaching material is mainly popular in the middle and lower classes, ignored and rarely handed down. There are about twenty or thirty kinds that can be seen now.
Graphic comparison
Reading pictures is a popular teaching method in the world today. Two existing textbooks in China, Du Xiang Si Yan Zazi (figure 1) and (figure 2), are written in this way. One was published in the Xinhai year of Hongwu, Ming Taizu (137 1), and the other was a little later and slightly revised. This is the earliest textbook for reading pictures in the world (according to textual research, this book was produced in the Southern Song Dynasty, and there were many copies in the Yuan, Ming and Qing Dynasties, with slight additions and deletions, and there are two existing books).
Calligraphy teaching
The structure of Chinese characters is complex, so it is difficult for children to learn to write at first. The ancients designed a whole set of training methods. Learn to write the so-called middle block letters about 5 cm square first, and then learn to write small blocks and large blocks after fully mastering the arrangement and combination of strokes.
② Training in several steps. At first, I learned to write by "painting red" (Figure 3). I drew the printed scarlet letter in black according to the order instructed by the teacher. The second step is "shadow writing", in which a thin paper is laid on the printed words or the words written by the teacher to describe them. The third step is to write "Mi Zige" or "round grid" paper to facilitate the arrangement of strokes. The fourth step is to write in the printed squares on the white paper. Finally, remove the grid.
(3) In the primary stage of learning to write, writing and literacy are carried out separately, without seeking synchronous progress. For example, the words "Zhao, Qian, Sun and Li" in hundreds of surnames are more complicated and difficult to write. Therefore, it is very simple to learn to write strokes at first, such as "Shang, Da, Ren", which is gradually complicated and gradually combined with literacy. From the fourth step above, copy the famous inscriptions. First copy regular script, then copy running script or even cursive script, and some even learn to write official script and seal script, and gradually enter the stage of learning calligraphy art.
Reading teaching
Children's Chinese teaching, after literacy teaching, enters the reading stage. I read four books first, followed by University, The Doctrine of the Mean, The Analects of Confucius and Mencius. These are the fundamental classics of Confucianism, which every student should read, no matter whether he will take the imperial examination or engage in other occupations in the future. After that, if he wants to study for the imperial examination in the future, he will have to read The Book of Songs, Shangshu, Zhouyi, Book of Rites and Chunqiu Jingzhuan (collectively called the Five Classics). You can also further read Zhou Li, Yi Li, Erya and other classics, historical records, Hanshu and other books, as well as Xunzi, Hanfeizi and Lv Chunqiu.
If you are not going to take the imperial examination, there are some books suitable for children and teenagers to read. As far as content is concerned, there are two main categories. 1 class is the education of ethics and treating others with Confucianism. The earliest legend is that the Disciple's Rules in the Eastern Han Dynasty was compiled by Guan Zi and The Analects by Ban Zhao. Later, there were Xunzi, Primary School Rhyme and Children's Words compiled by Neo-Confucianism in Song and Ming Dynasties, as well as Xianwen and Disciples Rules compiled by Ming and Qing Dynasties. The second category is historical knowledge books. The most popular ones are A Brief History by Huang Jishan in the Song Dynasty, Shi Yun in the Ming Dynasty and A Brief Introduction by Wang in the Qing Dynasty. The third category is about various themes, anecdotes, famous sayings and epigrams? English reading materials started from Rabbit Garden Policy and Qiu Meng in Tang Dynasty, to Famous Things edited by Fang in Song Dynasty, Long Wen Bian Ying edited by Ming and Qing Dynasties, and Qionglin by young students. At the same time, there are two kinds of primary literature education. One is to teach children to read poetry. Hu Ceng's Ode to the Poems of the Tang Dynasty is a children's textbook, which contains both historical stories and many literary legends. After the song dynasty, there was a thousand poems, and the excellent short poems of famous poets in Tang and Song dynasties were selected as readers. This textbook has been widely circulated for a long time, keeping pace with Three Thousand, and is collectively called Three Hundred Qian Qian. The other is to teach children to read prose stories (classical Chinese), which began in the Ming Dynasty. After Jiajing in the Ming Dynasty (16th century), several such textbooks were published one after another, generally called diary stories (meaning reading a story every day), and most of them were illustrated or illustrated books (Figure 4). The earliest existing version is the twenty-first year of Jiajing (654). (see color map)
Children who are interested in studying for the imperial examination often read the above books in addition to the four books and five classics.
Composition teaching
If the child is the training object of exam-oriented study, he usually begins to learn to write eight-part essay after reading four books. You must also learn to pair, which is the preparation for learning to try to paste poems. There are various selections of eight-part essay and trial post poems for students to follow, and some booksellers choose juren and Jinshi's papers in the calendar examination and print them as reading materials, which are called "ink", which is regarded as a shortcut for many teachers and students to take the exam and compete for teaching and learning. If you are a little older, you must learn to be an "ancient prose" other than an eight-part essay, and learn to be a poetic style other than trying to paste poems. There are all kinds of poems and essays, which provide models for learning composition and writing poems. If the collection of poems begins with Selected Works of Zhaoming and Yutai New Poems, there are many, but the most widely circulated and influential one is 300 Tang Poems selected in the early Qing Dynasty, and there is even a saying that "you can recite poems by reading 300 Tang Poems". In terms of prose, since the Song Dynasty, there have been various selections of ancient prose specially designed for teaching materials, such as Zhen's Zhen Jing Pian, Zhen's Standard Pian and Zhen's Key to Ancient Prose. There are several kinds in the future. Among them, the most famous one is China's View of Ancient Literature compiled by the early Qing Dynasty, which selected more than 200 famous articles from pre-Qin to Ming Dynasty. "Three hundred Tang Poems" and "View of China Ancient Literature" have been widely circulated for more than 200 years. Until now, they are still used by people, and their influence is enormous. No other anthology can match them. Most of the selected books have complex or simple annotations, analyses and comments. The teacher told the story word for word and asked the students to read it carefully and recite it. Students who don't prepare for the exam should not only read China's View on Ancient Literature, but also read some books that are useful to life, such as Footprints, A Tale of Shilin, etc.
19 19 Zhuan 1949 Chinese Teaching
In the late Qing Dynasty, the imperial examination was abolished, and the school charter was promulgated in 1904, and new schools were opened all over the country. The academic system, curriculum and teaching materials of the new school are mostly imported from advanced countries in the East and West. Only Chinese cannot be introduced. Therefore, the teaching of eight-part essay was just cancelled and replaced by Chinese textbooks, with different forms and no substantial changes in content and methods. 19 19 The May 4th Movement broke out, and Chinese teaching was really impacted. Great changes have taken place in literacy teaching and reading teaching.
Chinese is taught in primary schools.
, all in vernacular (written language is in line with or close to the spoken language at that time), from the beginning of learning vernacular short sentences to short articles, such as children's songs, stories and so on. "Mandarin" course combines literacy teaching with reading teaching, reading while reading, and gradually literacy from reading. Reading textbooks, in addition to the vernacular, should also be close to children's life and interest in learning, and gradually increase the literariness, such as choosing some contemporary children's literature works or foreign children's literature works translated in vernacular and ancient China fables. ② Improvement of literacy and reading tools. With the development of the national language movement, phonetic symbols are gradually produced and widely promoted, creating a better tool for literacy teaching. In ancient China, there were no convenient ways to express the pronunciation of words, only orthographic methods, such as "rainbow, red tone" and anti-tangent methods, such as "rainbow, Hu Weng cut". Both methods have disadvantages. At the beginning of the 20th century, with the development of the national language movement, many pinyin schemes appeared, which were finally summarized as "phonetic symbols" and promulgated by the then Ministry of Education. In addition, there are more and more dictionaries and word books for primary and secondary school students, various extracurricular reading materials for children to choose freely, and periodicals specially written for children and middle school students, such as Children's World, Student Magazine, Middle School Students and so on.
The reading range is gradually expanding.
The weight of vernacular Chinese and literature teaching is gradually increasing. Before 1949, Chinese was also taught in middle schools (for a time, some junior high schools were also called "Chinese" as primary schools). The Chinese course in junior middle school is still dominated by classical Chinese, but the proportion of vernacular Chinese is gradually increasing, and most of them are new literary works around the May 4th Movement, such as the works of Cai Yuanpei, Lu Xun, Ye Shengtao, Xie Bingxin, Guo Moruo and Xu Zhimo. Later, it gradually spread to the works of Mao Dun, Ba Jin, Zhu Ziqing and Lao She, and gradually selected excerpts from early vernacular novels.
High school Chinese
Most of the classes learn classical Chinese, but the abstruse ancient Austrian classics are reduced, while the simple and beautiful ancient Tang and Song poems, historical biographies, legendary novels and note novels are gradually increasing. At the same time, extracurricular reading has been advocated, and some schools have designated some works as required reading, such as Liang Qichao's "Collection of Drinking Ice Room" and "Hu Cun". Published comprehensive publications and literary publications suitable for middle school students, such as New Youth, Novel Monthly, Oriental Magazine, Xinhua, Life Weekly, etc. Many of them have introduced some new ideas in guiding students to read freely, which helps to activate their thinking.
teaching method
And teaching methods. At the beginning of the 20th century, some people began to introduce modern educational theories from the East and the West, translated some monographs and published Education Magazine. After the May 4th Movement, the research on pedagogy and educational psychology further developed, which promoted the discussion of Chinese teaching theory and teaching methods and gradually injected some new factors into traditional Chinese teaching. During this period, many people engaged in this research, among them, Tao Xingzhi, Xia Mianzun, Ye Shengtao, Wang Senran, Ruan Zhen, Zhu Ziqing and Pujiang Qing had far-reaching influence. Their opinions are consistent: they oppose reading ancient classics, advocate reading vernacular Chinese, and read works close to social life, including literary works and articles with practical application value; Oppose injection explanation and let students memorize it; Advocate and encourage students to read widely, think independently and apply what they have learned. Most of them have practical teaching experience, some discuss theories, such as Wang Senran, some have long been engaged in the formulation of curriculum standards and outlines and the compilation of teaching materials, and have compiled a variety of widely used teaching materials, such as Ye Shengtao and Xia Mianzun, in addition to Fu Donghua and others. Ye Shengtao and Xia Mianzun put forward the concept of "Chinese" from the end of 1930s, and put forward the idea that Chinese teaching should get rid of blindness and try to be scientific, and co-edited the textbook "Chinese 108" to reflect their thoughts. Unfortunately, only two thirds of the textbooks were compiled. Because of the outbreak of War of Resistance against Japanese Aggression, the experiment was stopped.
The experience of liberated areas
. In the 1920s, there were "Soviet areas" led by China's * * * production party in the southeast, and "liberated areas" led by China's * * * production party in the northwest after 1930s. Chinese teaching in these areas has completely realized the ideas put forward before and after the May 4th Movement, and at the same time, combined with the reality of regional and wartime conditions, it has created some experiences. Mainly in adult literacy teaching (literacy), some effective methods have been implemented, which make proper use of both traditional methods and Latin letters. Second, ideological education should be combined with Chinese teaching. Textbooks not only attach importance to the systematicness of Chinese itself and the scientificity of teaching steps, but also closely combine with reality. The Chinese Department compiled by the education department of the Shaanxi-Gansu-Ningxia Border Region government can represent it. Hu Qiaomu, Xu Teli, Xin Anting and others presided over the Chinese teaching reform and textbook research in the Liberated Areas.
Chinese teaching after the founding of the People's Republic of China
During this period, Chinese teaching has undergone several major reforms and experiments.
After 1949
From primary school to high school, this subject is collectively called "Chinese" and is no longer divided into "Putonghua" and "Chinese". The whole basic education (or general education, that is, education from primary school to middle school) has the task of language education, and the "language" education is no longer limited to the primary school stage.
Conduct various experiments
. There are three main types. The first is "decentralized literacy". The words that should be learned in primary schools are distributed in the reading materials of several grades in primary schools in a planned way, and literacy is taught with the text, so as to reduce the burden of a large number of literacy in the early stage of primary schools and pay more attention to the training of speaking and reading. The second is "centralized literacy". Taking advantage of the fact that most Chinese characters are combinations, the characters with strong word-making ability (that is, components of other characters) are selected as basic characters, and a group of characters with the same basic characters are put together for centralized study. Generally, in two years or a little more, children can know about 2500 Chinese characters, which lays the foundation for reading teaching. Third, make full use of Chinese Pinyin to help literacy and reading and writing. First, improve students' ability to use Chinese Pinyin scheme, read and write in Chinese Pinyin, and give full play to students' oral ability. Then gradually introduce Chinese characters into reading and writing, and finally realize all reading and writing in Chinese characters. At present, some schools are conducting this kind of experiment.
Reform the content of reading teaching
. With the reform of social system and educational policy, reading teaching has undergone many changes in ideological content and language. Primary school Chinese is not only vernacular, but also close to daily spoken language, but it must conform to the norms; In addition, a small number of concise and short old-style poems and fragments of modern vernacular novels are selected.
Local culture
Junior high school is still dominated by vernacular Chinese, and a small amount of classical Chinese is optional. In senior high school, the weight of classical Chinese has increased slightly, and the choice of vernacular Chinese has expanded. In addition to literary works, some scientific, political and applied materials have also been selected. The choice of classical Chinese has also expanded. In addition to famous essays, biographies of famous scientists in history were also selected.
Important reform experiment
. In the mid-1950s, an important reform experiment was carried out in Chinese teaching in middle schools. Chinese is divided into literature and Chinese, and literature teaching and Chinese knowledge teaching are carried out systematically respectively. To this end, professionals have been selected to set up a special editorial agency in People's Education Publishing House, which is responsible for drafting the syllabus of the two subjects and compiling the teaching materials of the two subjects. In literature, under the guidance of Ye Shengtao and Wu Boxiao, with Zhang Bilai as the editor-in-chief, a complete set of literature textbooks for junior and senior high schools has been compiled. According to the literary genre, junior high school textbooks are divided into stories, essays, novels and other parts, each part is mainly selected articles, and there are texts introducing the knowledge of this kind of literary genre. In the first two years of high school, China literature was taught in the order of literary history. In addition to selected texts, there were also texts introducing the history of literary development in various historical periods and the works of important writers. Senior three teaches foreign literature. Under the guidance of Lv Shuxiang, Zhang Zhigong edited Chinese textbooks mainly used in junior high schools. They systematically introduce this knowledge in the order of pronunciation, vocabulary, grammar and rhetoric, and attach a lot of exercises. At that time, the grammar system used in various grammar works was very inconsistent, so a tentative grammar system for Chinese teaching was drafted as the basis for compiling the grammar part of Chinese textbooks. Literature and Chinese teaching by subject, 1955 was tried out in a few middle schools, and 1956 was implemented in middle schools all over the country. 1958, two textbooks were discontinued and Chinese classes were resumed. The trial grammar system of Chinese teaching continues to be used, which has played a certain role in grammar teaching and grammar research in some universities. Based on many years' experience and teachers' opinions, in 1984, the outline of middle school teaching grammar system (for trial implementation) was redrafted to replace the tentative Chinese teaching grammar system.
New progress in teaching research
. Since 1949, Chinese teaching research has made new progress. Mainly manifested in the following aspects: a. Correctly handle the "relationship between literature and Taoism". Chinese is a basic tool for people to live, study and work. Chinese teaching must teach students to learn and use this tool well; Chinese teaching is also an important channel for ideological and cultural education of students. How to deal with the relationship between these two aspects is an important topic in Chinese teaching research. People call this relationship "Wen (Chinese tool) Tao (thought and culture)", and it is generally believed that "Wen" and "Tao" should be unified. In Chinese teaching, the education of "Tao" should be embodied in the education of "Wen" and realized through the education of "Wen", which can neither hinder the education of "Wen" nor ignore the education of "Tao". B. Research on traditional education in China. Chinese education in China has a long history. Since the 1960s, some people have sorted out and discussed the traditional experience. Research on foreign language teaching. In 1950s, there was a lot of research on Chinese teaching in the Soviet Union, especially how to apply the principles of teaching theory to reading teaching, which broke the usual cross-talk method (sentence by sentence explanation) used by most teachers in the past. In recent years, the scope of research has been expanding, and more and more people are studying the theories and curriculum design of various academic schools of Chinese teaching abroad, which has promoted the development of Chinese teaching research in China.
development prospect
In Chinese teaching, Chinese character teaching has always been in an important position. Speeding up the speed, improving the quality and unifying these two aspects have been the subjects that educators have been studying and trying since ancient times. At present, both theoretical research and teaching methods have more and better conditions than before.
Chinese teaching for ethnic minorities
summary
In China, it is an important task for ethnic minorities to further learn Chinese on the basis of learning their own spoken and written languages. The necessity and possibility for ethnic minorities to learn Chinese are determined by the ethnic distribution in China, the characteristics of ethnic relations and the needs of the prosperity and development of ethnic minorities, which is an inevitable trend of long-term historical development.
Since Qin and Han Dynasties, China has been a unified multi-ethnic country. So far, there are 55 ethnic minorities in China besides the Han nationality. The total population is about 67 million, accounting for 6.7% of the national population of 654.38+0 billion. Among them, there is only one Zhuang nationality with a population over10 million, and there are 14 ethnic groups with a population over10 million, and the rest are below10 million. On the whole, the distribution of all ethnic groups is a situation of "big living together and small living together". There are several different nationalities living in each area, and there is no large-scale single ethnic residential area. Han people are all over the country, or live together with ethnic minorities, or live in blocks with neighboring ethnic minorities. The Han nationality has a very close relationship with all ethnic minorities in all aspects. Historically, Chinese has long been the second language used by ethnic minorities, and it has also become a tool for ethnic groups to exchange ideas. The establishment of People's Republic of China (PRC) fundamentally abolished the system of class oppression and national oppression, and all ethnic groups showed unprecedented unity. It has become a new fashion for different nationalities to learn languages from each other. Ethnic minorities have deeply realized from their own development that in our multi-ethnic country with the Han nationality as the main body, ethnic minorities should learn to use Chinese in addition to their own spoken and written languages. Because Chinese characters record the history, culture and experience created by people of all ethnic groups in China, Chinese is a language tool for people of all ethnic groups in China to communicate with each other. Learning Chinese to be a hero has become the common aspiration of all ethnic minorities.
Since the founding of New China, ethnic minorities have made great achievements in learning Chinese. So far, most cadres, intellectuals and young students of ethnic minorities have learned to use Chinese to varying degrees. Schools at all levels, from primary schools to universities, have set up Chinese courses according to the conditions of different ethnic groups, compiled a large number of teaching materials and trained a large number of Chinese teachers. Over the past 30 years, ethnic Chinese teaching has accumulated rich experience. These experiences can be summarized as follows:
experience
(1) We must proceed from the actual situation of different nationalities and adopt different measures and methods. Due to various historical reasons, China's ethnic minorities have different characteristics: some ethnic groups (such as Tibetans, Uighurs, Kazakhs, etc. ) has a large population and a large residential area, but few people know Chinese, while others (such as Bai, Naxi, Achang, etc. ) the population is small, the residential area is small, and there are many people who know Chinese; Some ethnic groups (such as Mongolia, Tibet, Uygur, Korea, Yi, etc. ) has a long history of writing, while some ethnic groups have no writing (such as Dulong, Nu, De 'ang and Bulang). ) or only newly created words (such as Jingpo, Lahu, Lisu, etc. ); Some ethnic societies have developed rapidly with many intellectuals, while others have developed slowly with few intellectuals. Wait a minute. Even within a nation, there are often many differences in different regions. These different characteristics determine that Chinese teaching for ethnic minorities in China should adopt different training objectives and teaching methods according to different teaching objects, rather than "one size fits all".
② Teaching must be based on the characteristics of minority students' mother tongue. More than 80 languages are spoken by 55 ethnic minorities in China. These languages belong to Sino-Tibetan, Altai, South Asian, Austronesian and Indo-European. The language characteristics of different language families are very different; Although different languages belong to Sino-Tibetan language family, there are many different characteristics between each language family and Chinese. When learning Chinese, ethnic minorities are often "disturbed" by their mother tongue and often bring the characteristics of their mother tongue into Chinese learning. The "interference" of mother tongue is reflected in pronunciation, vocabulary and grammar. For example, students who use Altaic languages often can't master the change of pitch when learning Chinese because their mother tongue has no tone; Another example is students who use some languages of the Tibeto-Burman family. Because there are no prepositions in their mother tongue, it is difficult to use prepositions when learning Chinese. Wait a minute. If we can teach according to the characteristics of students' mother tongue, we can effectively improve the teaching quality.
Being good at dealing with the relationship between minority language teaching and Chinese teaching is an important guarantee to realize the effect of Chinese teaching. Past teaching experience has proved that the higher the students' mastery of their mother tongue, the stronger their ability to accept Chinese and the better the effect of learning Chinese. Therefore, in areas where minority languages are popular, in principle, Chinese learning should be arranged on the basis of mastering national languages. As for how many years to study minority languages, which courses to teach in minority languages, when to start learning Chinese, and how to connect the two should be decided according to different situations, rather than demanding consistency. For ethnic groups who only have their own language but no mother tongue, Chinese teaching can only start from the first grade of primary school, and the problem of how to teach in their own language must be solved.
(4) Teaching Chinese in minority languages. When minority students learn Chinese, their mother tongue has both interference and advantages. In the early stage of teaching, translation teaching and contrast teaching in minority languages, phonetic notation and word meaning labeling in minority languages can help students master Chinese and Chinese characters quickly and accurately. The auxiliary function of minority languages can be gradually reduced with the gradual improvement of students' Chinese level, and eventually all of them will be taught in Chinese. When to realize this change depends on the specific situation of students.
⑤ Vigorously train Chinese teachers who are familiar with minority languages. The level of Chinese teaching for ethnic minorities mainly depends on the professional ability of teachers; Teachers' professional ability mostly depends on whether they know the language characteristics of students. If teachers are familiar with minority languages, they can teach students in accordance with their aptitude and have a clear aim.
⑥ To improve the level of Chinese teaching for ethnic minorities, we must conscientiously sum up practical experience and strengthen theoretical research. Chinese teaching for ethnic minorities in China should not only follow the general laws of Chinese teaching, but also study the special laws suitable for the characteristics of all ethnic groups. It is necessary to carry out a comparative study of Chinese and minority languages, and to study how to follow the laws of Chinese in teaching and take care of the characteristics of minority learning Chinese. Reforming teaching materials and teaching methods are two important links in teaching reform. With the rapid development of modern science, it is a new task for us to use the achievements of modern science to reform Chinese teaching for ethnic minorities.