Because "teaching" itself is a practical activity. For example, as far as Chinese phonetics is concerned, it is an academic paper to analyze the phonetic components of modern Chinese with phonetics theory, analyze the differences between vowels A and A in IA, AI and Ian, and the pronunciation characteristics of vowels in zhi and zi. It is a Chinese teaching paper, which analyzes how to teach Chinese Pinyin, whether syllables with intermediate sounds (vowels) are written in three ways or two ways, and whether the two ways are "phonology" (such as j+ian) or "vowels/suffixes" (such as ji+an). For another example, it is a Chinese teaching paper to study sentence patterns as grammar and how to teach sentences in primary and secondary schools. Chinese teaching papers should not only have theoretical analysis, but also have sufficient convincing practical materials to prove that they must be based on teaching practice and are the summary and refinement of teaching experience. It should be instructive to people's teaching practice. In other words, the difference between a teaching paper and a general academic paper is that it has outstanding practicality and is a paper written for teaching practice. Although the teaching thesis comes from teaching practice, it is the summary and refinement of teaching practice, but it is different from the general teaching summary.

Chinese teaching thesis and teaching summary belong to two different stylistic categories. The former belongs to the category of scientific research papers, while the latter belongs to the category of work reports. Therefore, they have different characteristics. Teaching summary is a summary of teaching work in a certain teaching stage and a certain teaching scope, and its content is mainly an explanation of teaching practice. Teaching thesis is a style combining theory with practice, which should include theoretical analysis and some academic discussions in addition to practical explanations. Of course, teaching thesis is produced on the basis of summarizing teaching practice, so there is no insurmountable gap between it and teaching summary. A good teaching summary, after processing and refining, can become a teaching paper. But in style, there is a difference between them. Of course, there can be some rational analysis and theoretical discussion in the teaching summary, but this is not necessary; Teaching thesis must have theoretical discussion, Huawei theory must be promoted on the basis of practice, and the purpose must be to summarize and refine the law, not just to express teaching practice.

Through the above explanation, we think that writing Chinese teaching papers should first grasp the basic characteristics of this style: paying attention to practicality, theory and academics. We should sum up practical experience according to teaching practice (including our own or others'); Positive or negative), but on this basis, we should also use relevant theories (such as pedagogy theory, psychology theory, linguistics theory, etc. ) to analyze and refine, get rid of the rough and the fine, get rid of the false and keep the true, and summarize things with regularity; These laws should be instructive and operable for teaching practice.

If we don't pay attention to this point, it will be difficult to write a good Chinese teaching paper, or just elaborate a certain point of view without putting forward practical basis with realistic pertinence, which can't solve practical problems in general; Or just say how to do and how to teach, without analyzing why to do and how to teach, and what is worth studying seriously, which is no different from the general teaching summary.