A Study On The Classroom Teaching Of Xinjiang Class In Mainland High School

China has set up the Xinjiang high school class in Mainland for 15 years. The school where the author teaches has also opened the Xinjiang class for sixteen years. On the occasion of the new stage of development, the suggestions on Xinjiang class teaching put forward by the school democratic progressive organization was adopted by the National United Front Work Department in 2016, which has further risen as national issues.The biggest problem faced by the Xinjiang high school class in Jiangsu Province is the degree of integration of the students in Xinjiang. Through the communication with the graduate students, we found that the national and religious consciousness of students in Xinjiang has not changed. In addition, through my experience in history teaching in Xinjiang classes, and the exchanges between the fellow colleagues in our school and neighbourhood, it is concluded that they have difficulty in reading disorder when learning liberal arts. Besides, when writing answers, their language did not correspond to the original meaning. Moreover, they often made the spelling mistakes. In addition to the knowledge and ability, process and methods, emotional attitude of the value of the training, there are a lot of technical barriers for the Xinjiang students before the history teaching.At present, the domestic research on the Xinjiang high school class in mainland is very rare, which mainly concentrated on the generalities of patriotism, let alone the history teaching. What the author realized through the teaching practice is that the patriotism of Xinjiang classes is a very important topic, but it is established on the basis of the daily study and life of Xinjiang students, especially in the face of the realistic problems such as the weak foundation of Chinese and the lower Chinese literacy. The article will demonstrate the practice of history teaching in Xinjiang classes from four aspects: First, carry out the pre-class survey based on the knowledge and demand and make breakthroughs in classroom teaching. Second, carry on the traditional reading as the core of teaching. Third, compile the guided learning plan with a clear structure as a powerful teaching assistant. These three aspects are aimed to cultivate and gradually improve Chinese accomplishment of students in Xinjiang. Furthermore, they will adapt themselves to preparing for the Jiangsu college entrance examination. Thus, the patriotic and national education will be carried out in a reasonable and gradual way. Fourth, carry on the special class in “the history of Xinjiang, the history of Xinjiang ethnic development, the evolution of the religion in Xinjiang”. Then accordingly carry out the patriotism and national education in the history teaching. And we can help them develop the right ideology by correcting their wrong religious views by reviewing the history.Although the history teaching in Chinese for the Xinjiang students will encounter challenges in language, culture, religion, we as the participants and inheritor of Xinjiang class teaching, are burdened with important missions and sacred opportunities. By writing this thesis, the author sorted out the Xinjiang class teaching in the past 15 years, thought about and found out the classroom teaching experience we can retain and the problem we need to solve, which is very targeted and precious. When opportunities and challenges coexist, the teachers of new era should strengthen and accumulate their self-cultivation to revive the great Chinese dream, and seize the opportunity to meet the challenges.