Practice is as important as learning, but in real society, it often reflects talent and ability, and learning is difficult to exercise. Only by summing up experience in practice, practice is more important than learning! Give a simple example: Is an excellent debater learned by studying theoretical knowledge or exercised in practice? Obviously: practice exercises will and ability, which fully proves that practice is more important than learning! 2. Apply what you have learned (1) Students have accumulated a lot of Chinese knowledge and famous sayings in their studies, which will only be used for answering questions and doing test papers. They didn't consider them and tried to use them in the practice of language communication. This has a lot to do with the content of our exam and the teacher's attention. It must be noted that in the college entrance examination, these knowledge have very clear answer points, so students generally think that they only need these when answering questions. In daily life, it is not necessary. In teaching, our teachers should not only pay attention to students' accumulation, but also ask them to simply recite famous sentences or classical poems in classical Chinese, and pay more attention to students' internalization of what they have learned. In daily teaching, teachers should actively guide students to apply and expand accumulated knowledge. For example, teachers should create situational teaching in class according to accumulated knowledge, so that students can experience the beauty of application; Compared with answering questions, it emphasizes the level of language expression and communication, which shows its literary accomplishment. 3. Apply what we have learned. (2) Applying what you have learned is an important thought of China's ancient education, and it is also a pragmatic expression of China people. Reflecting on our Chinese education, the concept of applying what we have learned has not been well reflected. Once what we have taught in Chinese class comes back to life, students don't know how to operate it. For example, practical writing. Of course, our students "have accumulated a lot of Chinese knowledge and famous sayings and epigrams, which will only be used for answering questions and doing test papers, without considering and trying to apply them to the practice of language expression and communication." This kind of problem is even more prominent. There are many reasons, but the fundamental point is that their ability to apply Chinese knowledge is not strong. How can we improve students' application ability? We have the following thoughts and attempts: (1) Change students' thinking of learning Chinese only to cope with exams, and apply language around the content of the text. In the eyes of ordinary students, the focus of Chinese learning is to recite the text, which gives them an illusion. As long as I recite the text, I will learn Chinese well. As for reading and writing, it's just luck. As for daily applications, it is even more important. It has little to do with learning Chinese. China people who can't speak Chinese learn to speak, which is the biggest joke in the world. In order to solve this problem, we strengthen the application of language in teaching and teach by retelling and asking questions. At the same time, combined with the background of the article, through interviewing parents, students can understand the content outside the text, kill two birds with one stone and strengthen their language application ability. We consciously ask students to quote the poems and paragraphs in the article as their own arguments to add color to the article. Take the sentences that students think are philosophical as the topic of writing training, let students expand the content of the text, strengthen expression, and combine composition teaching with Chinese knowledge accumulation. (3) Stimulate students' accumulation through learning summary. After teaching the text, we set one or two questions. Ask the students to sum up what they have learned in class. At the end of each semester, let students make a self-summary, write down their feelings at the end of the term, and strengthen the connection between Chinese and life. In short, the application and expansion, discovery and innovation of Chinese must be carried out around the classroom, so as to avoid blindness in "application and expansion, discovery and innovation". Secondly, it is necessary to establish the connection between classroom and life, so that Chinese can really move towards life.