-Talk with senior high school students about how to teach Chinese well. A remarkable sign that high school learning is different from junior high school learning is that there are many subjects in high school, the classroom capacity is large and the learning task is heavy. Faced with this difficult problem, some students are often at a loss, anxious and helpless. There may be phenomena that you don't understand, don't listen, don't want to listen, and have to listen, which will directly affect your interest in learning and your grades. For learning, the classroom is undoubtedly a very important position. Whoever can control this position will hopefully eventually become a winner in learning. In the process of realizing this beautiful ideal, it is undoubtedly an important bargaining chip to teach Chinese well and improve the efficiency of class. Here, we mainly talk about how to teach Chinese well. 1. Prepare necessary textbooks, class notes, pens (preferably several pens with different colors for different marks), draft books and other stationery needed for scientific study before class. This is like the grain and grass that must be prepared in advance before marching to fight, and preparing for the musical instruments for the later lectures. You can take out what you need when you attend class, and you won't be busy looking around, which will affect the efficiency of class. This is called food and grass before the soldiers and horses arrive. If the above preparation can be said to be instrumental preparation, then the next preparation should be called knowledge preparation. No matter what class, it is impossible to preview before class if you want to improve the efficiency of attending classes. Preview the content of the class, just like analyzing the enemy before the battle. Only by knowing ourselves and ourselves can we be invincible. For the knowledge we want to learn, we must first have a superficial understanding. When we have a preliminary understanding, we can consciously record our own problems or keep them in mind for a while, and then go to class with them, and we will certainly gain something. Of course, the branch representatives of each class also need to actively take responsibility, take the initiative to contact the class teacher one day in advance, and tell the students what activities the class teacher will participate in as soon as possible, so that students can make arrangements in advance. Although preview can't be said to be a close contact with what you want to learn, it can be called a small collision, and it can also be regarded as holding hands with what you don't know. In addition to the above two preparations, we should also have a psychological preparation. This preparation includes two aspects: first, psychological adjustment in the first few minutes before class, mainly aimed at running, skin problems, sports and even surprise or anger that may occur during class. No matter what you have experienced before class, students should try to sit at their desks two or three minutes before class to calm themselves down. If necessary, find a place where there is no one to do stretching or chest expansion, take a deep breath, adjust and wait for the start of a new class. Second, we should concentrate as much as possible in class, resolutely fight against some ideas that are easy to interfere with our class, and prevent them from entering the classroom, so as to truly "concentrate on listening and concentrating." Chinese is the foundation of all disciplines and has an extremely special and important position. It is all-encompassing and boundless; Exquisite and versatile, at your fingertips. Bloom, an American psychologist and educator, said: "The greatest motivation for learning is the interest in learning materials." Interest is the key to Chinese learning or improving the efficiency of Chinese class. Therefore, to teach Chinese well, the first thing to do is to cultivate our interest in learning Chinese. After class, you can consciously dabble in some literary publications, learn some knowledge of literature and history, browse some newspapers and magazines, and even listen to other people's stories and jokes, which will make you discover the charm of Chinese and thus become interested in Chinese. You will find that her writing is extremely beautiful, her thoughts are deep and bottomless, her emotions are endless, her mind is endless, and her knowledge is endless. Zhou Chao, this paper mainly aims at the present situation that high school students face many subjects and heavy learning tasks in high school, and gives them some suggestions on Chinese class and some specific guidance from the method level. Keywords: Chinese class; Classroom teaching; Students can classify and query the journal articles in the journal database, and she can also laugh and curse; She can be sharp-edged and insinuate; She can make you smile or be angry with you because of your bitter tears; She can make you sad and surprise you. This is the charm of Chinese, this is the charm of Chinese. As long as the heart is connected with Chinese, are you afraid that you can't hear Chinese lessons and learn Chinese well? Secondly, a good Chinese class requires students to take notes. This requires students to command their eyes, ears, heart and hands well in class, organically combine eyes, ears, thinking and remembering, capture valuable information, record valuable content, discard the false and retain the true, and get the essence from the rough. Sometimes teachers will extend and supplement some related contents when they talk about texts or exercises in class, paying special attention. In a practice class on 20 1 1, the author added a poem "Poetry is invincible, floating in the air, thinking is not crowded" in Du Fu's Memories of Li Bai in Spring. Fresh and open, Junyibao joined the army. "When I talked about the topic of classical Chinese, I added the meaning of the notional word' match'. After this year's Chinese college entrance examination, students who have the intention to write it down excitedly said that the poetry appreciation and classical Chinese content questions in the 201kloc-0/Jiangsu Chinese college entrance examination paper all involved these supplementary contents, which brought convenience to students' thinking and problem solving. Third, to teach Chinese well, we should actively cooperate with teachers' classroom requirements, such as reading the text, sorting out knowledge points, analyzing the center of the article, analyzing characters, reading the text in different roles, writing in a limited time, reciting or discussing a certain problem in a limited time. Students should actively do what they are asked to do: do what they should do and change their words. Wei Shusheng, a famous educator, once summed up the "four times and eight steps reading method", including: the first time, skipping reading. The first step is to remember the outline, and the second step is to remember the main people, things, things or opinions. The reading speed this time is 1500 words per minute. The second time, speed reading. The third step is to repeat the content, and the fourth step is to clarify the structure. The reading speed this time is 1000 words per minute. Third time, look carefully. To understand and master words and phrases, circle the abstract and summarize the three tasks of the center. The reading speed this time is about 200 words per minute. Fourth time, intensive reading. Complete the task of analyzing the writing characteristics in the eighth step, with unlimited speed. The students he taught did exactly as he asked, and their Chinese reading and thinking abilities were greatly improved. Their Chinese scores are not only better than those of similar classes in similar schools, but even higher than those in key middle schools! The teaching requirements and learning experience summarized by many teachers who have studied teaching for many years are very practical. Since they put forward relevant requirements for students, it will certainly be beneficial to students' study. Secondly, it is very important to teach Chinese well, write down the teacher's explanation ideas and summarize some methods to do the questions. In many students' inertial cognition, Chinese test papers lose a lot of points every time they do subjective questions, and I feel that listening in class is not helpful for doing the questions. Sometimes when I look at the reference books or reference answers in my hand, I feel that the topic is not difficult. There is no way to start when doing it, and it is deadlocked. The reason may be that our classmates often don't pay much attention to the teacher's thinking of analyzing related problems, so their ability to solve problems is not strong. For example, in modern Chinese reading, we often get such a kind of question: "What role does a word or sentence in a paragraph play in the article? "The author has helped students sum up the ideas for answering such questions: What does the word (1) or the sentence itself want to express and what is its purpose? (2) What role does this word or this sentence play in the expression of text structure and ideological content respectively? (3) What expressions are involved in the use of this word or this sentence? It is much easier for students who have mastered these ideas to do this kind of problem again. Finally, a good Chinese class needs students to think positively, dare to question, question in time and express boldly. Especially in the practice evaluation class, we should combine our thinking when doing the problem at that time, contact the teacher's explanation ideas, and compare the relevant reference answers, and then think about what gains and losses we have when doing a certain kind of problem, and then turn it into methodology, so as to accumulate rich experience for doing the problem in the future. When in doubt, we should boldly question and express, and don't put off the problem again and again, making it a "cancer problem". Many Chinese teachers hope that students can actively participate in the thinking, discussion and expression of problems, and do not want students to be "good ducks". Be a "boring gourd" and shut up. Only dare to question boldly and not be ashamed to ask for advice can we understand the problem more deeply and solve it more correctly. It can be said that teaching Chinese well is as difficult as learning Chinese well. As Chinese teachers, we should also study hard, teach in learning, learn in teaching, and do our duty to improve classroom efficiency. I also hope the students will support Mr. your and give them some useful suggestions. Come on. Let our teachers and students teach Chinese well, learn Chinese well, truly appreciate the charm of Chinese, use Chinese well in their study and life, and be a China person worthy of the splendid culture of China for 5,000 years! References: [1] Wei Shusheng and Wei Shusheng on Chinese Teaching [M]. Nanjing: Hohai University Press, 2005. [2] Li Qi. Effective classroom teaching strategies under the background of new curriculum [M]. Beijing: Capital Normal University Press, 20 10. Author: Wu Cheng'en Middle School, Huai 'an City, Jiangsu Province.