The Research And Countermeasures Of Remote Rural Middle School Chineseteaching In Yi Region

As an important foundation of the human culture system, language is an important tool used in communication. But at present, the Chinese teaching in remote areas is still relatively quiet and lonely. In addition to cultural facilities, public cultural service system is relatively weak, the cultural institutions are not perfect, the relative lack of talent and other issues are more prominent. In recent years, the author has engaged in the rural Chinese teaching in remote areas, to understand the characteristics of the Chinese teaching in the rural areas of Yi area. Both teachers and students of teaching because of the language barrier and teaching expression unreasonable caused by stagnation of the Chinese teaching, students lose interest in learning, dropping out of school weariness serious. Some of the local students family poverty, family requirements for students is not high, there is an old concept of the situation. As part of the students do not seek progress, lack of initiative and cooperative learning for language learning, learning ability is poor, it is difficult to achieve the desired objectives of teaching, and even some students just to be able to work as the main objective of mixing. These negative phenomena have great side effects to the local Chinese teaching.The main purpose of Chinese language teaching in ethnic minority areas is to enable students to realize their own knowledge construction, ability training and the strengthening of emotion through the integration of new and old knowledge, so that students become a learner with a unique personality and independent thinking ability. This is a major inspiration for local students to learn Chinese language, in this study, the local students are faced with a lot of language and culture, and other aspects of the challenge. A good learning and teaching practice, to enable students to form a more complete, systematic, comprehensive cognitive. In teaching should make students have a positive learning behavior and thinking, learning new knowledge, new concepts on the process, with the old established organic connection, the knowledge structure is more orderly, more complete, achieve mastery through a comprehensive study of the subject. In the teaching content, it should be linked with the students’ knowledge and ideas, and in the promotion of each other, the formation of a new, more in-depth understanding.This study attempts to analyze the difficulties of rural middle school students in rural areas in rural areas. Through the analysis of typical cases, the study of the problems in middle school language teaching in remote areas, to explore the interaction between cultural differences and language teaching, research how to use advanced language teaching ideas to improve the students’ interest in learning Chinese, pay attention to the individual differences and different needs, stimulate students to learn Chinese curiosity and thirst for knowledge, mobilize the initiative and enterprising spirit of the Yi students to develop autonomous, cooperative, explore the language learning methods. Therefore, the study of Yi students in the learning of Chinese difficulties, the cause of the problem,Teachers in teaching should pay attention to the aspects, has a very practical significance. In this paper, the main problems in the classroom management are: the neglect of the Yi Students’ subjectivity and cognitive characteristics, from the local minority culture, students in the motivation and interest in the deviation, the classroom teaching situation is difficult to achieve the desired objectives, etc.. This paper, based on the practical problems existing in the remote areas of Yi nationality, analyzes the reasons of the problems, finally seeks the path to solve the problem, and puts forward some suggestions including the situation creation, the use of modern media, the change of teaching mechanism and the construction of teaching staff.