On Chinese Teaching In Liangshan Yi Region

Chinese language teaching as an important part in Yi bilingual teaching, especially in view of the primary and secondary school, largely determines the effect of bilingual teaching. Reflecting present Chinese teaching practice in Liangshan region, most of them still inherit the norms of traditional classroom teaching. Teachers almost use "Reading" teaching, students lost their interests in learning Chinese and having no motivation, there is almost no interaction or "mechanical" interactive state between teachers and students, the students’ knowledge and understanding of specious and learning content abstract dry operation, a single evaluation dimensions and narrow is the epitome of the current Chinese language teaching, the resulting knowledge to students on knowledge of mechanical memory or understanding biased, will learn a serious lack of practical ability.There are several problems in Yi Chinese teaching in Liangshan, it has its own roots. Doing analysis on these issues and finding out the reasons is extremely important to solve Yi Chinese teaching. Teaching concepts is teachers" teaching guidelines, the realization of a reasonable and effective teaching and learning activities, inevitably requires teachers’ good teaching concept. However Liangshan Yi region teachers already take the concept behind, and they lead the students’ lack of subjectivity in the learning process; causing existing cognitive structure cannot connect with the learning knowledge, thus they are unable to complete the construction of new knowledge; students do not appreciate the real Chinese situation in the teaching process, they fails to obtain experience, and finally resulting in poor learning outcomes.Chinese is as the second language for Yi students except Yi language, so we should comply with the requirements of Vygotsky zone of proximal development in the process of teaching Chinese. According to specific situation of Chinese teaching can in Yi. it can be improved from the following aspects:Firstly, changing the traditional teaching concepts and changing teaching methods, and runs through the main thinking as student’dominant role in the teaching process. All teaching aims at students better understanding and constructs knowledge and ability to apply knowledge into Life; Secondly, creating real, effective context, good situation for Chinese teaching process can help students learn essential meaning of the learning content in the process of learning, also can integrate own experience into learning and have strong interest in learning content; Moreover, Chinese characters teaching process should fully use of the context of Primal media, so that multimedia technology can play a good role in the teaching process, students can deeply understand the development of Chinese characters as well as the configuration of Chinese through the media technology, it is a based role in future higher level of learning; Finally, in the process of teaching, teachers should give full consideration to students’prior cognitive characteristics and ways of thinking, this has a decisive significance for the success or failure of teaching. From the point of the zone of proximal development in Vygotsky, all learning is under the help of teachers, students can reach one can reach a higher level. This is a learning sustainability goals.