Modern linguistic school thinks that language is both social and perceptible. The social attribute of language determines that language has a strong communicative function, and language must be regulated and restricted by society in the process of communication. D.Hymes, a sociolinguist, said that people must have the ability to know "when, where, how, to whom, when to say what, and when not to say it" when using language to communicate. Language can be perceived, which means that learning and using language is actually a process of psychological activity. Only by observing the subject's mind can we choose, reprocess and recreate the form and meaning of speech. Language can be perceived, which shows that language learning and use are closely related to the subject's feelings, cognition and emotion. From the psychological point of view, it is found that students actually have two psychological processes in learning Chinese: one is the process of feeling, thinking, knowledge and wisdom (including application), and the other is the process of feeling, emotion, will and personality (including behavior). The former is called intellectual process, and the latter is called non-intellectual process. The intellectual process of language generally corresponds to the social attribute of language, and the non-intellectual process of language generally corresponds to the perceptibility of language.

Therefore, in addition to the function of language communication education (cognitive education), Chinese education also has the functions of aesthetic education and ethical education, and cultivates people's spiritual quality of pursuing truth, goodness and beauty. The ultimate direction of truth, goodness and beauty is human nature and human spiritual freedom. "Education is to cultivate people into people with the subjective spirit of seeking truth, goodness, beauty and freedom." ⑦ Chinese education, as the externalization of people's spiritual freedom, is not only conducive to the realization of the subjectivity of the object, but also conducive to the realization of the objectification of the subject, which has extraordinary significance and role in realizing the unity of human self-existence and social existence. Only by realizing the two-way construction of objectification between man and environment and the organic unity of man's dual existence can the harmony between man and nature and between man and society be truly realized. Chinese education realizes individual (student) development to realize * * * body (nature and society) development, rather than the opposition between man and nature and society.

As individuals, students have different psychological characteristics at different age stages, so Chinese education should be carried out according to this characteristic, so that Chinese education presents relative stages. Ushinski gave a psychological explanation to the different stages of children's development. He said: "Childhood, from 6 or 7 years old to 14 and 15 years old, can be called the period with the strongest mechanical memory. By this time, there have been many traces of memory. With the strong support of words, children can quickly and firmly grasp new traces and new associations; However, the internal activities, that is, the reorganization and transformation of associations that hinder this mastery, are still very weak. This is why childhood can be called learning period. Teachers should use this short life to enrich his inner world and use the representation and association of appearances needed by thinking ability. " The later period of ushinski's childhood, that is, from 13 to 15, is equivalent to junior high school in China. Junior high school students have a strong mechanical memory. With the image of concrete things preserved in memory, the representation is gradually enriched, and the associative ability to reproduce and reconstruct the representation is developed, but there are fewer abstract concepts, and the associative ability to abstract concepts is not particularly strong. Therefore, Chinese education in junior high school should focus on learning vivid narratives, reading aloud and reciting, and writing narratives, instead of letting junior high school students read and write a lot of profound expositions. Regarding the psychological characteristics of youth, ushinski wrote: "In the history of imagination development, no period is as important as youth. For young people, some separate, more or less rich appearances are linked together to form a network. At this time, the youth has accumulated a large number of images to occupy his mind, and it is at this time that these images have been strongly transformed. We believe that the period from 16 to 22 ~ 23 years old in life is the most decisive period. " Ushinski's early youth is 16 to 20 years old, which is equivalent to China's high school stage. On the basis of junior high school, the "imagination" ability of senior high school students is developing and maturing day by day. Therefore, in addition to continuing to learn vivid narratives, high school Chinese education must also increase the training of reading and writing prose. Effective Chinese curriculum reform is very important for improving the quality of the whole people, improving students' adaptability to social needs and improving students' comprehensive ability. In order to make the Chinese curriculum reform really adapt to the requirements of the new era, we must speed up the pace of Chinese teaching reform. I think we can start from the following aspects:

1, set up a new teaching concept and enhance the confidence and determination to do a good job in Chinese curriculum reform. Education administrative departments at all levels, school leaders and teachers must first change their concepts. First, seriously study the educational theory, master the new curriculum concept, and establish the new curriculum teaching concept. To liberate teachers from the imprisonment with the main purpose of further study, school leaders should fully understand the importance and necessity of teaching reform, enthusiastically support teachers in teaching reform, strengthen school-based teaching and research, attach importance to teachers' continuing education, and try their best to create favorable conditions for teachers to engage in teaching reform.

2. Enhance the scientific and effective selection of teaching materials, and constantly increase the development of school-based curriculum. On the basis of in-depth investigation and study, combined with local conditions, the development of school-based curriculum should be strengthened according to local conditions to fill the shortage of unified teaching materials, so that students can learn useful things and apply the learned Chinese knowledge to life practice.

3. Enhance the interest of Chinese teaching and fully mobilize students' interactive ability. Give full play to students' initiative and enthusiasm in learning, and let students become the masters of classroom learning. Students are not only the subject of cognition, but also the subject of development and growth, rather than the container of knowledge and the tool of examination. Therefore, classroom teaching must aim at students' development, and on the basis of all-round development, pay attention to cultivating students' awareness of participation, innovation and comprehensive ability in all aspects to meet the requirements of the new era. We should try our best to handle the relationship between "teaching" and "learning" and do the following.

First, reform teaching methods. Give students class time. Teachers should grasp the key points, key points and difficulties, be as concise as possible, and give students more time to read, think, discuss and write. If we take the form of self-study, under the guidance of teachers, students can learn independently, acquire knowledge and cultivate their abilities. Because Chinese learning is not a process from ignorance to knowledge, students can learn by themselves with existing knowledge under the guidance of teachers. In addition, we can also set up discussion classes. Classroom teaching is an information exchange between teachers and students. Through the discussion class, we strive to create an atmosphere suitable for students to learn, tap the rich connotation of the text, and fully mobilize students' enthusiasm and initiative. In this way, it not only develops the horizontal communication between students, but also interweaves with the vertical communication between teachers and students, forming a three-dimensional information transmission. Discussion class can maximize the opportunities for students' activities, give every student a chance to fully display their talents, and let them exercise their comprehensive ability.

Second, enrich interactive forms and enhance interactive ability. In order to stimulate students' creative thinking, teachers should be good at designing classroom questions for students' reality, put forward valuable, extensive and in-depth questions, and have the motivation to stimulate most students' thinking and the desire to answer. In the past, most teachers asked and students answered. Since students are the main body of learning, they should be the initiative in learning. Give students the right to ask questions and welcome students to have whimsy. Teachers shouldn't ask all questions. Some questions should be left to students to think and ask themselves. Even the smallest bright spot should be affirmed and encouraged in time, so that students are willing to think and question. Let students speak freely and express their opinions, and improve their interactive interest and ability through vivid case analysis.

Third, encourage students to train hard. Classroom teaching can't just talk without practice, but should be combined with reality. The best content of the exercise is to consolidate and extend the classroom knowledge. Consolidate knowledge through "practice", cultivate students' reading, thinking and expression abilities, and let students participate in teaching activities. The popularization of quality education requires teachers not only to impart knowledge, but also to teach students how to face society, life and various problems that may be encountered. Knowledge is a cognitive process, and the accumulation of knowledge may not be transformed into ability, which is a personality psychological characteristic acquired through repeated practice. So there is no ability without practice. On the basis of strengthening professional study and improving professional quality, Chinese teachers should seriously study the teaching experience and methods in advanced areas. Thoroughly reform the teaching methods of "injection" and "full-house irrigation" in which teachers speak and students listen, and change teachers into the main body, so that students can truly become the masters of learning. We should try our best to develop students' intelligence and cultivate their abilities. Advocate the learning style of "independence, cooperation and inquiry". Chinese teachers should take improving students' reading ability as an important link and attach great importance to it. Teachers should actively guide and inspire students to cultivate their ability of self-study, reading, analyzing and solving problems through various interest activities.

Fourth, reform composition teaching and cultivate students' writing ability. In the process of guiding and improving students' writing, we should first cultivate students' interest in writing. Teachers can encourage students' interest in writing by praising more and criticizing less, and can also mobilize students' enthusiasm for writing by running handwritten newspapers, publishing wall newspapers, blackboard newspapers and contributing to newspapers and periodicals. Secondly, according to the writing training plan, teachers should actively guide students to visit, visit, go deep into society, investigate and study, etc. Help students collect information and develop their writing ideas.

In a word, although there are some problems in Chinese teaching in middle schools, as long as the majority of Chinese teachers working in the front line of education work hard, boldly reform and innovate, and apply the new curriculum concept to teaching practice, the prospect of Chinese teaching in middle schools is bright.

Also, if you don't think these are enough, there are many more in the following pages! ! ! ! ! ! ! !