The Practical Exploration Of The Strategy Of Chinese Language Teaching In Yi Elementary School

The Yi and Han bilingual education has really received attention,and it can be said that it began with the trial and promotion of the “Yiwen norms”.Up to now,a large amount of research on the Yi language teaching in China has mainly focused on the implementation status of the bilingual education in the Sui and Han languages and the specific teaching contents or methods.Most of the research is a summary of experiences.However,the real reason for the problems in the Chinese language learning among the Yi nationality primary and middle school students not only needs the summarization of the teaching experiences of the front-line teachers,but also needs to analyze the underlying causes,so as to truly provide ideas for front-line teachers and improve the effectiveness of Yi students’ Chinese language learning.Therefore,how to effectively improve the Yi language students’ Chinese language learning effect,so that Yi students can learn in an interesting and methodical way.It is the main research purpose of how to solve the difficulties fundamentally in Chinese teaching strategies.This research uses action research methods,literature,observations,interviews,questionnaires,text analysis and other specific methods,learns from linguistics and cognitive psychology theories,discusses the relationship between language and thinking,and learns from the first language and the second language.The connection or influence between the language thinking process and the characteristics and similarities and differences between the two languages,and then focusing on the main performance of the study object in language learning,the Chinese language classroom teaching practice,assuming the main direction of teaching strategies,That is to say,inaddition to creating background conditions for students in the Chinese classroom teaching,there are consciously guided students to perceive,understand and even distinguish the difference in thinking behind the two languages.Three rounds of research have been conducted through the implementation and reflection of teaching.The number of active participation in the Chinese language class in the case class has increased,and the classroom atmosphere has become more harmonious;the enthusiasm of Chinese learning has been higher;and the level of Chinese expression has improved.Therefore,aiming at the Chinese language teaching of Yi nationality students,if teachers consciously guide their perception and understanding of the similarities and differences between the two languages,they can solve the difficulty of Chinese language learning to a certain extent.In the specific teaching,teachers can guide students through the dialogues in various languages and express their meanings in a smooth and explicit manner.In connection with reality,they can create situations and increase students’ opportunities to “speak”;they can actively guide students to learn and understand Different expression characteristics and rules of the two languages;arouse students’ pride,motivate internal learning motives,and improve the initiative of Chinese literary learning;a method of teaching students to understand the meaning of words by combining the basic rules of tactics Combining the understanding and written expression of the students’ words,students are encouraged to use the method of “talking” with pens and other methods or strategies to increase the oral and written language expression level of the Yi students.