As we all know, quality education is people-oriented education, and the implementation of quality education must also achieve "someone in mind." As far as classroom teaching is concerned, this "person" is undoubtedly all students. Therefore, as a Chinese teacher, we should face all students, mobilize their enthusiasm and initiative to participate in classroom activities from all directions and angles, so that everyone can develop their strengths and do their best. The misunderstanding of exam-oriented education is that, on the one hand, teachers do not fully realize this point, and only emphasize their own subjective status, while ignoring the students' subjective status. Its teaching methods are full of words. Over time, students are just recipients and blind followers, not to mention the cultivation of application ability and creativity. On the other hand, teachers lack the consciousness of "all" and only pay attention to a few top students. Focusing on the teaching of top students, asking questions for good students and neglecting other students. This practice has greatly dampened the enthusiasm and initiative of students with learning difficulties, thus making them lose interest in learning. To implement quality education in Chinese classroom teaching, we should change the disadvantages of exam-oriented education. As Comrade Bin Liu, former director of the State Education Commission, said, we should face all students and improve their basic quality in an all-round way. This requires teachers to create a harmonious atmosphere in the classroom as much as possible and adopt flexible forms to enable students to complete their knowledge learning in pleasure. The specific implementation measures are as follows:

1. Flexible form, mobilizing all students to participate in activities. The important performance of Chinese classroom teaching success is to face all students, choose flexible and diverse teaching forms, and mobilize all students to participate in activities. In order for all students to participate in classroom activities, it is necessary to carefully design and arrange the forms of activities. Teachers should arrange the content and order of students' activities according to the requirements of listening, speaking, reading and writing, especially set up doubts skillfully to stimulate students' inspiration and let everyone think and speak. Group activities and individual speeches are carried out alternately, so as to effectively avoid the phenomenon that teachers and several top students repeat "performances". For students with poor ability, let them answer simple and easy-to-understand questions first to enhance their self-confidence; For excellent students, let them answer more difficult questions. In order to encourage all students to have the opportunity to participate in classroom teaching, teachers can also take the form of group activities, arrange discussions at the same table and at the front and back tables, and choose a representative to speak. Such as retelling the content of the text, reciting the chapters of the text, memorizing words, discussing doubtful points and other teaching contents.

2. Set up activities according to the teaching materials. In order to give students sufficient opportunities for activities, it is necessary to set up more classroom activities, and teachers can arrange them according to the specific conditions of teaching materials. For example, when teaching Lu Xun's novel Medicine, the third part can be adapted into a drama segment for students to perform, because all the characters and contradictions in the novel are included in this diversity, and each character's personality has been fully displayed. Let students adapt and perform this play well, which can not only deepen the understanding of the text content, but also cultivate students' writing, performance and communication skills. For example, when teaching the article "Great Ideal", you can use the idiom "to be no.1" to set up activities in idioms solitaire. This not only greatly enriches students' vocabulary, but also improves their ability to use their mother tongue.

3. Set up activities at different levels to ensure the quality of activities. The arrangement of students' classroom activities, like the handling of teaching materials, should follow the principle of from easy to difficult. This requires teachers to consider the difficulty of textbooks and the level of students when arranging activities to ensure the quality of activities. First of all, the starting point of students' activities should be appropriate, because setting the activity goal low will affect the display of the level of gifted students and make them feel energetic and have nowhere to go; High school will affect the mood of middle and lower level students and make them daunting. Activities should be set in a form that all students dare and are willing to participate, so that students can do their best and get their place in activities at all levels.

Second, pay attention to cultivating students' ability?

When talking about the ultimate goal of teaching, Mr. Ye Shengtao has a very pertinent sentence: "Teaching is to not teach." Mr. Tao Boying, a special teacher, said: "Chinese class should focus on practice and seriously cultivate students' listening, speaking, reading and writing abilities." "I think what they said should be the true meaning of quality education, which deserves our deep thought. However, the traditional teaching method violates the law of Chinese teaching, relying only on exams to teach and simply imparting knowledge, which stifles students' personality and inhibits their creativity. Most of the students who are trained have high scores and low abilities, or can only play the role of phonograph. To implement quality education in Chinese classroom teaching, we should pay attention to teaching students in accordance with their aptitude, teach learning methods, face all students, develop their personality and cultivate their abilities. To cultivate students' ability, we should focus on the following aspects.

1. Develop students' oral expression and writing skills. Listening, speaking, reading and writing are the most basic requirements of classroom teaching, and speaking and writing are the minimum qualities of students. What is the actual situation? Not to mention deep-seated speaking and writing, the problem is big enough in terms of shallow oral expression and writing. Take the students in rural middle schools as an example, less than half of them can speak Mandarin, while Mao Feng Li Jiao can speak more pure Mandarin. This has greatly affected social communication and information acquisition. Moreover, in writing, many students are illegible, and some people regard it as "withered grass", which is even brought into the college entrance examination paper. In the Chinese college entrance examination papers of Jiangsu province over the years, typos and nonstandard simplified words can be seen everywhere. It can be seen that it is urgent to cultivate students' oral expression and writing ability instead of making a fuss. Chinese teaching should cultivate students' good habits, strictly require them to speak Mandarin and write standardized words, supplemented by the teaching of methods and skills. For example, practicing Mandarin reading requires accurate pronunciation, mastering tone and rhythm, and reading emotional charm. It is necessary to guide students to be familiar with the basic strokes of Chinese characters and master the meaning of glyphs. Give students practical opportunities in class and stick to them for a long time. Speaking clear and fluent Mandarin and writing standard and beautiful words are both the needs of learning and communication.