Undeniably, Chinese has a far-reaching influence on a person's growth, but in actual teaching, there is a very embarrassing situation. Everyone knows the importance of Chinese, including school leaders, teachers, students and parents, but everyone doesn't know where to go, especially Chinese teaching in senior high school, which makes the position of Chinese subject in middle school unsatisfactory. Think carefully, as a Chinese teacher, you should be the first responsible person. Although our Chinese teachers are all from ordinary classes, there is no problem with their majors, but the professional knowledge of Chinese is really different from the actual teaching of Chinese. Chinese teachers should strengthen their understanding of Chinese education and teaching.

Are there any theories around us? Is there a lack of theory in our time? No shortage. Since the founding of the People's Republic of China, teaching points in China have emerged in an endless stream, showing the trend of letting a hundred flowers blossom and a hundred schools of thought contend. The old man is busy establishing his own genre. He has been a teacher all his life, leaving behind things with his own labels. This is indeed a blessing and beyond reproach. But the real value of establishing a school should be whether it can contribute to the long-term development of Chinese teaching. If this is taken into account, the mentioned schools can always exist. Today, there is no shortage of theory. In the practice of Chinese teaching, which schools are recognized by us?

Ask the front-line Chinese teachers which school we belong to, or which school our teaching is deeply influenced by, and the result will be at a loss. Of course, it is best not to belong to the genre, but to have its own style and system. If everyone can do this, there is nothing embarrassing. The key is that it can't be done, and it's hard to do it. Therefore, there is no shortage of theories and genres in Chinese teaching. What is lacking is to calm down, read theory, learn theory, research theory, read Chinese to teach Chinese, learn Chinese to teach Chinese, and learn Chinese to teach Chinese. As Professor Li Hailin said, "less dogma, more study". Therefore, front-line teachers should read something, learn something and study something. The "series of Chinese books taught by famous teachers" has opened a window for us to read the Chinese taught by famous teachers, and let us enter a lively Chinese world and a wise and vivid Chinese life.

There are a vast number of theoretical circles, but the series of Chinese teaching for famous teachers is the work of 20 pioneers who have a far-reaching influence on Chinese teaching in middle schools. In their books, or uneven life experiences, or systematic teaching theory, or pragmatic teaching practice, or subtle and profound' teaching quotations', they show us a three-dimensional life in China and express a systematic and scientific life in China. Yu Yi's "Emotional School", Hu Mingdao's "Advanced Teaching" and Cheng Shaotang's "Chinese Taste" have formed theoretical understanding and operational guidance on the scientific system of Chinese teaching in different periods and according to different teaching styles.

I'm reading, keep reading, keep reading; I am thinking, keep thinking, I will keep thinking; I'm writing. Keep writing. I'll keep writing.