(A) Chinese teaching attaches importance to knowledge learning and ignores emotional education.

There are a large number of representative classic articles in high school Chinese textbooks, which not only helps to enhance students' understanding of China traditional culture, but also enables students to feel humanistic feelings. However, in the actual process of high school Chinese teaching, many teachers only pay attention to the analysis of the content and structure of the article, but ignore the importance of emotional education for students through the article. This kind of knowledge-only teaching makes it difficult for students to resonate with the articles they have learned in the process of learning Chinese knowledge, thus affecting students' interest in learning Chinese and reducing the quality of Chinese teaching.

(B) Chinese teaching content is too single

There are many factors that lead to the simplification of Chinese teaching content in senior high schools, but generally speaking, there are subjective and objective reasons for this result. The first is subjective factors. For example, teachers only use the teaching content specified in the syllabus provided by the textbook to teach without expanding students' knowledge, so it is difficult to improve students' understanding of Chinese knowledge. In fact, there are objective reasons, mainly including teachers' lack of Chinese knowledge reserves and fewer Chinese teaching hours, which limit the course content of Chinese teaching to some extent.

(C) ignore the differences in students' learning ability

Every student's Chinese learning foundation and learning ability are different, and teachers must be aware of this. If we simply explain some knowledge points according to students with strong learning ability, it will make some students with poor Chinese foundation feel very difficult in the learning process. For example, when translating the sentence "Be prepared differently from others" in The Hongmen Banquet, there are differences in understanding between some students with solid basic knowledge of classical Chinese and some students with low learning ability of classical Chinese. Therefore, Chinese teachers should carefully explain the knowledge points in the textbook according to students' different learning abilities in the teaching process, so that every student can have a deeper understanding of what they have learned.

(D) the lack of active atmosphere in Chinese classes in senior high schools

Teachers should create a relaxed and active learning atmosphere in teaching, let students actively participate in classroom activities and stimulate students' interest in learning Chinese. However, the current situation of Chinese teaching in senior high school is that the classroom learning atmosphere is not active and students are not active in class. To improve the overall level of Chinese teaching, we should take students as the main body and encourage students to think independently and participate in learning activities in the teaching process. For example, in the teaching process of the text "Listening to Cold Rain", teachers can read beautiful sentences and paragraphs in the text repeatedly, so that students can understand the content, and then analyze the works. Encourage students to use their own way of understanding and feel the emotions contained in the works. This teaching method can increase the interest of classroom teaching and make students feel fresh in the learning process, thus improving students' learning efficiency.

Second, high school Chinese teaching problem-solving strategies

(A) improve Chinese teaching methods in senior high schools

Some teachers have a single teaching method and monotonous classroom activities in the process of Chinese teaching, so students can't experience the fun of learning Chinese from their studies, which greatly reduces the level of Chinese teaching in senior high schools. In order to improve this situation, teachers should improve teaching methods in the teaching process, sum up experience and think more in daily teaching. In addition, teachers should combine real life in actual teaching, enrich classroom teaching forms and improve students' innovative thinking ability. In view of the neglect of emotional education in high school Chinese classroom, teachers should integrate the thoughts and feelings of the article with the feelings of students in the teaching process. For example, in the teaching of A Thousand Cliffs Fu, Chinese teachers can not only explain some knowledge points according to the requirements of the syllabus, but also combine the description of the scenery with the feelings between the authors, and analyze the scene of "the white dew crosses the river and the water meets the sky" in the article, so that students can have a deeper understanding of Su Shi's happy mood.

(B) enrich the content of Chinese teaching

China's traditional culture is extensive and profound, and there are many excellent literary stories in the current Chinese textbooks. Chinese teachers in senior high schools can introduce some appropriate teaching contents into classroom teaching, such as telling more anecdotes about celebrities to stimulate students' interest in learning Chinese and let students feel the charm of Chinese in learning. Chinese teachers in senior high schools can also assign reading tasks to students, so that students can enjoy reading and learn more knowledge outside textbooks. Chinese teachers can also introduce some contents related to classroom knowledge to students in the teaching process, thus enriching classroom teaching content. For example, when teaching the article "If you give me three days of light", teachers can tell the author's life story, or introduce other literary works of the author to students, so that students can know more about the author and learn the spirit that the author does not give up easily in the face of difficulties and setbacks. The diversification of teaching content can not only enrich the content of Chinese classroom teaching, but also promote students' interest in Chinese, enhance their enthusiasm for learning and improve their Chinese level.

(C) Teaching practice should be student-centered.

Because each student's Chinese learning level is different and his acceptance ability is different, although the learning content is the same, students' learning effect is also different. However, the traditional teaching method takes teachers as the main body, and teachers impart knowledge to students by pure indoctrination, paying little attention to students' learning differences, and the actual teaching effect is not ideal. Modern education advocates people-oriented. Chinese teachers should change the previous teaching methods, take students as the center, adopt different teaching methods for different students, meet the learning needs of different students, stimulate students' interest in learning Chinese, and fundamentally improve students' Chinese learning level, thus improving the quality of Chinese teaching.

(D) Active classroom atmosphere of Chinese teaching

Creating an active classroom learning atmosphere mainly depends on whether teachers can adopt a variety of teaching means and methods. For example, teachers can use humorous teaching language to attract students' attention and enliven the classroom atmosphere. Teachers can also create study groups, organize learning activities, and select some suitable topics from the teaching content, so that students can reproduce the scene through performances. This can not only enhance students' interest in learning, but also deepen students' memory of learning content to a great extent.

In order to improve the problems existing in Chinese teaching in senior high schools, Chinese educators should first analyze and study the problems and deeply understand the causes of the problems, and then take corresponding solutions to improve the quality of Chinese teaching in senior high schools.