A Study On The Effectiveness Of Chinese Class Teaching In Ethnic Junior Middle School

Low efficiency always exists in Chineselanguage classroom teaching in minority nationality junior middle schools, although both teachers and students make great efforts and spend much time. During the teaching process, students’ knowledge can not be enriched and learning ability can not be improved effectively, which may not meet their emotional and spiritual needs.In order to know the actual situation of teaching and learning efficiency of Chinese language classroom teaching in minority nationality junior middle schools, a field investigation was carried out in Xilinhot Mongolian Middle School in Northwest China’s Inner Mongolia, with the methods of survey, interview and observation. Based on the investigation, this study analyzes the causes of low efficiency in teaching and learning, and tries to put forward some strategies and measures to improve the efficiency.This paper is divided into four parts.The first part is an introduction to this paper. It introduces the origin and main 、 research methods of this study, and summarizes the existing researches on teaching efficiency and Chineselanguage classroom teaching in minority nationality junior middle schools.The second part pertains tothe background of the field investigation. Itmainly introduces the Xilinhot city and Mongolian Middle School in this city.The third part, as the most important one, mainly explores and analyzes the current situation of teaching and learning efficiency of Chinese language classroom teaching in Xilinhot Mongolian Middle School, from the perspectives of both teachers and students. It is found that the Chinese language class teaching in Xilinhot Mongolian Middle School is effective, but still has some problems.The fourth part explores the causes of those problems and tries to propose some solutions. Those problems are caused by multiple reasons. For example, when the teaching target changes to the minority nationality who learn Chinese as a second language, Chinese language teachers continue to use the same teaching methods which usually work for the Han nationality whose native language is Chinese, and the teachers lack enough teaching research ability and balancedtraining opportunities. The Mongolian students live in a non-Chinese language environment and don’t have much interest in or clear learning objectives for Chinese language learning. The Chinese language textbooks are not adaptable for the students whose Chinese language proficiency levels are obviously different. Moreover, the school and the students’ familiesdon’t have appropriate communication and cooperation in promoting the students’ Chinese learning. In response to these problems, this paper tries to put forward some strategies and measures from a new perspective, in order to help improve the Chinese language teaching efficiency in minority nationality regions.