In course teaching, we should organize research and formulate scientific teaching methods and courses, and pay attention to teaching students in accordance with their aptitude. This requires teachers to master this teaching method skillfully in theory and use it flexibly in practice. As a basic tool discipline, Chinese is an important part of quality education, which should reflect the teaching characteristics of teaching students in accordance with their aptitude. There are differences in Chinese proficiency among ethnic minority students. Therefore, Chinese teaching for ethnic minority students should not only be geared to all students, but also respect each student's personality characteristics, and pay special attention to cultivating ethnic minority students' sense of language, so that students can immediately understand the meaning of language without thinking under the audio-visual perception of Chinese, so that each student's potential can be brought into play. At the same time, in the teaching process, we can also use the comparative method to teach appropriately. Comparative method is to put the relevant contents of Chinese course teaching under the background of Chinese and minority languages and cultures, make corresponding analogy analysis and comparative analysis, point out the similarities and differences of teaching contents, and deepen the understanding of minority students on Chinese related contents. This teaching method can be used flexibly in the teaching system that emphasizes teaching, teaching or learning, so as to achieve the purpose of transmitting knowledge and information, optimizing teaching effect and improving teaching efficiency. Therefore, actively exploring feasible teaching methods and putting them into practice is an effective way to teach Chinese to minority students.
The state should give preferential treatment in terms of funds and teachers, increase investment in bilingual education for ethnic minorities, focus on cultivating and training ethnic bilingual teachers in the construction of ethnic minority teachers, equip the education administrative departments and teaching and research departments with staff who are familiar with their own national languages to do this work, and provide classified guidance according to the inherent laws of ethnic minority education to promote the development of bilingual teaching. Relevant government departments should set up and allocate special funds, formulate scientific language planning and language and cultural policies, and provide policy guarantee and financial support for bilingual teaching of ethnic minorities. It is suggested to learn from the measures taken by the state to protect the ethnic language and culture education in Inner Mongolia Autonomous Region and other ethnic minorities, such as adopting the policy of "three exemptions and one subsidy", giving financial support to ethnic language education at the central, provincial and county levels, implementing free education of ethnic languages for 15 years, reducing or exempting tuition fees, book fees and accommodation fees for ethnic minority students, and subsidizing living expenses, transportation expenses and school supplies. Then encourage ethnic minority students in ethnic minority areas to study actively, fundamentally solve their worries about attending ethnic minority schools, and adopt the mode of centralized education for ethnic minorities to support ethnic minority language teaching.