How to embody the characteristics of language use in Chinese class in reading teaching? Chinese teaching must closely focus on the core task of Chinese curriculum-learning to use language. Reading teaching really needs to discuss the ideological and emotional content of the text, but this discussion should be linked with the language in the text, and the meaning of the text should be explored through the use of specific language and text phenomena and the taste and chewing of the text language; You can also find the basis from the overall reading comprehension and language. Let students "understand", "understand" and "remember" can only be part of the purpose of Chinese teaching. When learning Chinese, primary and secondary school students should make more efforts to accumulate vocabulary and learn to express themselves with vocabulary. Therefore, the Chinese class blindly pursues the "deep and thorough" of the text. It is not suitable, and the teaching that ignores the use of language is more problematic. In reading teaching, it is necessary to improve students' ability to use language, pay attention to guiding students to read more books and accumulate more in life, so that students can have enough time to contact the language and read more texts, cultivate students' extensive reading interest, increase reading, learn from reading and accumulate language, so that students can become the protagonists in the classroom and fully exercise their ability to use language. Improve students' ability to acquire knowledge independently, so that students can truly and correctly use the Chinese language and improve their Chinese literacy. The application of language and writing should be implemented in the teaching of each class, guiding students to experience in reading and sublime understanding in use. The key to teaching is to stimulate students' interest in reading.

Reading is an important way to collect and process information, understand the world, develop thinking and gain aesthetic experience. Reading teaching is a multiple dialogue among students, teachers, textbook editors and texts, and a dynamic process of ideological collision and spiritual exchange. Dialogue and communication in reading should point to each student's individual reading. We should let students read fully first. Only through full reading can students have a spiritual dialogue with the author, so as to understand the content of the text, feel the thoughts of the text, feel the emotions of the text, and understand the things described in the text and the reasons explained. All these are read-only. Because reading is the most direct means to experience and express the feelings of the text, and it is the most vivid and dynamic method to cultivate students' sense of language. Emotional reading can most effectively promote understanding and sentiment, on the contrary, express this understanding and sentiment in the form of emotional reading. Secondly, teachers should improve their ability to interpret the text, make a long speech, grasp the key paragraphs, and find out the language points that give birth to feelings. This requires teachers to have higher Chinese literacy. Grasping this language point can guide students to understand the text, experience emotions and realize the deep dialogue between students and the text. Students not only master the learning methods, but also are influenced by emotions.