Chinese education has three characteristics: 1, paying attention to emotional edification and infection, and paying attention to students' unique experience (students' identification with the text is a fusion of life experience, knowledge and emotional resonance). 2. Chinese education pays attention to the cultivation of students' Chinese practical ability (gradually cultivate students' ability of inquiry reading and creative reading). 3. Grasp the characteristics of Chinese language, pay attention to the cultivation of language sense and overall grasping ability (in learning methods, emphasize practice and perception, and absorb the new achievements of mother tongue education research). Blue Book of Education in China: Report on the Development of Chinese Education in China (2020). It is pointed out that Chinese curriculum and teaching reform have the following five characteristics: First, adhere to the guidance of advanced curriculum concepts. The concept of "Chinese core literacy" has adjusted and updated the curriculum function and nature of Chinese subject at the top design level. Around this core idea, we have carried out detailed reforms in curriculum content, teaching methods and evaluation system, and gradually promoted the implementation of this idea in China's educational practice. The second is to adhere to the unity of instrumentality and humanity. There is a long-standing debate about which is more important: instrumentality or humanism. The Chinese curriculum reform has basically solved the dispute between instrumentality and humanism, and the interdependence of the four aspects of "core literacy" actually represents the unity of the two. Instrumentality and humanism are intrinsically linked in Chinese learning, and cannot be mutually denied or replaced. Only by adhering to the unity of the two can we really cultivate good Chinese literacy. Third, insist on highlighting the practicality of Chinese learning. Practicality is an important feature of Chinese subject. The traditional subject system centered on "Chinese knowledge" is easy to fall into static knowledge teaching and mechanical training aimed at acquiring knowledge, and it is difficult for teachers to make students become the main body of education through one-way knowledge explanation. The proposal of "core literacy" and "learning task group" fundamentally guides teachers and students to jointly establish the situation of Chinese learning, and through the continuous improvement of Chinese ability and comprehensive quality in diversified practical activities, the transformation from "learning knowledge" to "using knowledge" is truly realized. Fourth, adhere to the quality orientation of Chinese education. In the new era, the role of Chinese curriculum in cultivating students' comprehensive quality has been paid attention to. The fundamental goal of Chinese course is to cultivate people with perfect personality and sound thinking, and to cultivate people with all-round development of knowledge and morality. In Chinese teaching, we should pay full attention to cultivating students' two qualities, namely, humanistic aesthetic quality and ideological and moral quality, and promote students' all-round development on this basis. Fifth, adhere to the information orientation of Chinese education. The wide application of information technology in Chinese teaching is an inevitable requirement to accelerate the modernization of education and realize a strong country through science and technology. Exploring the integration of information technology and Chinese education has become a key research field of curriculum reform.