(A) the lack of standardization of teaching language, teachers abuse the teaching language

In the current Chinese classroom teaching in middle schools, some teachers do not prepare enough lessons and have a weak grasp of the professional knowledge in the teaching materials, which leads to the nonstandard and inaccurate teaching language used in the classroom and makes it difficult to scrutinize it carefully. There are also some Chinese teachers who speak at an inappropriate speed, too fast and too slow, which all affect students' absorption of knowledge. Some teachers have a lot of catchphrases in the process of giving lectures, and their colloquialism is serious, and the expression of knowledge points is very verbose, which makes students feel bored with the classroom and unwilling to take Chinese classes. Some teachers' Putonghua is not standard, and they have problems with pronunciation, so they can't play a good demonstration role for students. There are also some teachers who are not very organized and often repeat and jump. All the above reasons may lead to the inefficiency of Chinese classroom and fail to achieve the expected results.

Teachers' right to speak refers to teachers' right to speak. Naturally, there are terms that conform to the norms of the school, but at present, many teachers' terms are not standardized, and the language expression is not accurate enough or even lacks due restrictions. Language violence or language hegemonism often occurs. For example, "you idiot, you idiot, you are sick" and so on, and even corporal punishment in disguised form insults classmates, which not only hurts their self-esteem but also has a bad influence on school civilization education. Language hegemonism is mainly manifested in the fact that many teachers are used to evaluating their classmates with their own ideas. This classmate is good, but that classmate is not good or dominates the right to speak. For example, if the answers to questions in class are different from the teacher's purpose, the teacher will forcibly cut off the students' answers, or the teacher will take up the monologue of the whole class, and students rarely participate.

(B) the use of teaching language is not targeted.

The current education mode is still exam-oriented education. In this environment, the school will definitely put pressure on teachers to enter higher schools, and teachers will pay more attention to their classmates' achievements in the teaching process and pay less attention to other aspects. Many students think that the teacher's teaching process is the process of filling in knowledge points, without considering the differences of students and their ability to accept and understand knowledge. The purpose of teaching is grading, and the teaching language is dull, without detailed analysis according to the content of the text and without taking into account students' interests. In fact, in Chinese teaching, when explaining the content of prose, the author's emotion should be fully considered, and teachers should combine the background and reality of the times to tell the content of the text vividly and naturally; When teaching poetry courses, we should pay attention to the use of genre, theme and grammar, pay attention to the use of rhythm, and teach the content of teaching materials in professional poetry language instead of boring students to recite and copy knowledge points. In a word, Chinese teachers' teaching language should not be generalized, but should adjust their teaching language purposefully according to the characteristics of content, so as to show students the most professional Chinese teaching methods.

(C) the lack of effectiveness of teaching language

According to the survey, many students question the professionalism of their Chinese teachers, thinking that they only act as porters of Chinese knowledge and textbooks in class, simply multiplying textbook knowledge without adding their own opinions and ideas. Students think that the language used by Chinese teachers in class is always repetitive, lacking new ideas, and the content of each class is repetitive, serious and inflexible, which can't keep up with the characteristics of the times, making the language full of aesthetic feeling and flavor of the times, making it difficult for students to concentrate.

Recently, the curriculum reform has been going on continuously, and teachers who force knowledge points in Chinese classes, say themselves and ignore their classmates have gradually disappeared. Teachers pay more attention to their classmates, however, they pay more attention to those students with excellent grades, and their attention to those with relatively poor grades needs to be improved. Chinese classroom has become an interactive platform between teachers and top students, but it is still difficult for students with low learning enthusiasm and unsatisfactory grades to integrate into the discussion and study of the course.

In the questioning session, the lack of timeliness of Chinese teachers' teaching language is also reflected. Teachers sometimes ask questions for the sake of asking questions. After a class, they become teachers' self-questioning and self-answering. Some teachers' questions are so simple that it is difficult for students to come up with them. Some teachers' questions are so profound that students want to answer but have no starting point; Some teachers' questions lack hierarchy, which can only make students at one level have something to say. The teaching language of Chinese class has no characteristics, lacks individuality and loses aesthetic feeling. If teachers treat students in a targeted way, the classroom will lose its due timeliness.