Create "an atmosphere". Strive to create a language environment for learning Putonghua, improve the utilization rate of Putonghua on campus, and actively create a learning atmosphere. Make effective use of campus cultural walls, campus broadcasts, cultural corridors, electronic screens and other propaganda carriers to widely publicize the importance of learning bilingualism and enhance the awareness of teachers and students in learning bilingualism; With the theme of "promoting learning by competition, promoting quality by competition", regular bilingual teaching competitions, oral competitions, speech competitions and other activities are held to stimulate learning interest, improve expression ability and enhance learning effect; Organize Putonghua learning groups, urge teachers to strengthen Putonghua learning, accumulate vocabulary by asking questions and reviewing, and form a learning craze of "comparing, learning, catching up, helping and surpassing".

Based on "two trainings". First, do a good job in school-based training. Schools should make full use of 1 spare time, select excellent bilingual teachers, formulate courses according to the training content, and actively organize minority teachers to carry out national common language courses; Take the school as a unit, do a good job in interactive communication, organize and carry out centralized training once a week, and strengthen the listening and speaking ability of minority teachers through group discussion, exchange of speeches, centralized recitation and watching videos. At the same time, make full use of distance education platform and class-to-class communication equipment, and regularly carry out inter-school multimedia application training and bilingual ability training, so that every teacher can skillfully use electronic teaching resources and continuously enhance the teaching effect; Carry out pairing learning activities, organize new and old teachers to pair with Chinese teachers, give full play to their respective advantages, learn from each other's strengths, and attend classes, communicate and discuss at least five times a week. 2. Fully implement overseas training. All districts and counties should take advantage of the opportunity of studying abroad to build a Putonghua training team, formulate an overseas assignment plan according to the overseas assignment index and actual situation, and organize key teachers to participate in the training in stages and sections; According to the overall low level of Putonghua in some rural and remote schools, local Chinese schools are actively organized to "bundle" development with Chinese schools, and local Chinese teachers are sent to Chinese schools to study, prepare lessons, attend lectures, attend classes and correct homework. And constantly improve the oral expression ability and professional skills of local Chinese teachers; At the same time, actively coordinate teachers from Han Hui schools or bilingual schools to carry out semester training of Putonghua in mono-ethnic schools, and strive to have 2-3 key teachers of Putonghua training in each school before the end of the year.

Complete the "three goals". The first is to achieve the goal of professional level. In accordance with the requirements of the Xinjiang Uygur Autonomous Region Minority Teachers' Chinese Proficiency Test Standard (Interim Measures), actively organize training and strengthen the training effect. By the end of 20 16, 70% of minority teachers in the city have achieved their professional goals. The second is to complete the daily work goals. By organizing all kinds of training, by June 20 16, all minority teachers in the city can communicate and learn in Mandarin simply. By the end of 20 16, all ethnic minorities in the city can correctly use Mandarin to write simple written materials, such as simple notices and leave notes. The third is the goal of informatization ability. From September 2065438 to September 2006, all ethnic minority teachers in the city were able to use Uighur and Chinese input methods, master the use of multimedia such as Banbantong and computers, and skillfully use multimedia to play teaching videos. By the end of 20 16, all teachers in the city can use the internet to find resources, write lesson plans, make courseware and use multimedia for teaching.