Cultivating students' knowledge transfer ability is to cultivate students' ability to find, analyze and solve problems. It is a necessary means to develop students' intelligence, especially in Chinese teaching. The definition of "transfer" in educational psychology is: "Transfer refers to the influence of one kind of learning on another." According to its effect, it can be divided into two types: positive transfer (the promotion of one learning to another) and negative transfer (the interference of one learning to another). What we call transfer is generally the correct transfer. Knowledge transfer ability is a kind of quality and ability when applying learned knowledge to new situations and solving new problems, including the ability to perceive and deal with new situations, the ability to link old knowledge with new situations, and the ability to identify and solve new problems. Forming extensive knowledge transfer ability can avoid rote learning, realize thorough understanding and transformation between knowledge points, help to understand the nature and law of events, build a knowledge structure network, and improve the flexibility and effectiveness of problem solving. Quality education attaches great importance to the transfer of learning, so how to cultivate the ability of knowledge transfer mainly includes the following aspects: 1, structure construction. Improving the understanding of knowledge and building a clear, generalized and inclusive cognitive structure are the fundamental premise and foundation of knowledge transfer. First of all, we should avoid mechanical learning and realize meaningful learning. It is the key to realize meaningful learning to change the traditional "accepting" learning method into "internalizing" learning, from passive learning to active learning, and fully mobilize the enthusiasm and creativity of learning. Only in this way can we improve our understanding of knowledge and lay the foundation and preparation for the migration and application of knowledge. Secondly, we should build a diversified cognitive structure. Migration is a flexible transformation and application between knowledge points. An important reason why knowledge transfer cannot be effectively realized is that students have not formed a wide-area network structure of knowledge and lack places and conditions for knowledge transfer. Through the construction of wide-area cognitive structure, substantive connections are established between old and new knowledge, and between learned knowledge and new problems, so that new knowledge, new problems and new situations can be assimilated into the original cognitive structure, and their proper positions can be established in this structure, thus diversifying the knowledge structure. In this way, this new problem and new situation become "old" problems and "old" knowledge, which reduces students' strangeness to this problem and realizes the transfer and application of knowledge unconsciously. 2. Change the problem situation. This is the key to realize knowledge transfer. The first is to "variant" the problem. "Variant" is a kind of transformational question type, which needs to transform the presentation situation in the teaching material in order to approach or adapt to the situation of the constructed knowledge structure. Secondly, the problems are classified according to the same factors as the cognitive structure. Categorization refers to the process of putting problems into the corresponding similar knowledge structure and finding solutions and strategies from this structure. After changing the situation of the problem, according to the equivalent factors and connections between the changed problem and the cognitive structure, the problem is "linked" with the knowledge structure, the new knowledge with the old knowledge, and the unknown with the known, and the new problem is "classified" by using the constructed knowledge structure. 3. Overcome the influence of thinking set and cultivate the spirit of seeking differences and divergent thinking ability. Thinking "set", also known as "mental orientation", refers to the preparation state of an activity before it. The role of "stereotype" has both positive and negative manifestations. We should use the positive role of "stereotype" to overcome the negative impact of "stereotype". In the process of forming knowledge transfer ability, it is necessary to cultivate the mind to solve similar problems, form the general laws and methods of knowledge transfer, form the ability to analyze and solve problems from other angles when encountering related problems that are difficult to solve with customary methods, and form the consciousness and ability of seeking differences and divergent thinking, which is also an important requirement for cultivating knowledge transfer ability. The transfer of knowledge needs to deal with the situation of knowledge presentation and knowledge transformation flexibly, rather than mechanically copying. Therefore, specific problems are analyzed and dealt with in detail.