After teaching Chinese for more than ten years, I still find it more and more difficult, and there is always a feeling of no beginning. I believe this is also the common aspiration of many colleagues. So I thought? In the article Historical Track of the Development of Modern Chinese Education in China, Mr. Gu analyzed China's modern history from the separation of "Wen" and "Yan", "Wen" and "Dao", "Wen" and "knowledge" and "teaching" and "research". Based on the practice of Chinese teaching, the first thing teachers encounter is how to deal with textbooks, that is, to establish specific and clear teaching objectives according to the teaching contents stipulated in textbooks. Only on this issue, Chinese teaching presents complexity and arduousness. This paper intends to make a superficial analysis from this aspect. First, the content is comprehensive and the goals are diverse. The content of Chinese teaching is both simple and complicated. Because in addition to its own knowledge system (words, sentences, texts, logic) and ability system (reading, speaking and dictation), language and characters also carry thoughts, emotions, encyclopedic knowledge, cultural traditions and rich aesthetic connotations. This is the comprehensiveness of Chinese teaching content. Therefore, language learning has a natural connection with ideological and moral education, thinking training, aesthetic cultivation, personality cultivation, cultural knowledge transmission and cognitive ability improvement, which determines the diversity of Chinese teaching objectives. The comprehensiveness of content and the multiplicity of objectives exist objectively, which not only leads to the dispute between instrumentality and humanism, but also shakes people's understanding of the nature and tasks of the subject, making it difficult to establish a logical starting point for learning and engaging in Chinese teaching. It is more likely that many teachers can't correctly handle the relationship between literature and Taoism, literature and knowledge, and teaching in the actual teaching process, resulting in the separation of literature and Taoism, literature and knowledge, and teaching, or ignoring primary and secondary, or paying attention to only one thing, which greatly restricts the improvement of Chinese teaching quality. We can understand this problem from the comparison between Chinese teaching and English teaching. As a language teaching, English classroom teaching is relatively more named "language". Although teachers sometimes look for the corresponding relationship between language and culture, that is, look for clues to explain some language phenomena and language structures from culture, on the whole, teaching always revolves around the word "language", and reading, speaking and dictation are language-centered, emphasizing the enhancement of students' sense of language through reading and reciting exercises. Therefore, although students have great difficulties in learning, they can learn something and make continuous progress through persistence and accumulation. There is a similar situation in the teaching of Chinese mother tongue. Mr. Zhang Zhigong once said: Chinese teaching before the third grade of primary school is mostly successful, because the literacy task is very clear, and Chinese teaching after the third grade is mostly a failure. Mr. Ye Shengtao pointed this out long ago. Obviously, the difficulty and failure of Chinese teaching are closely related to the comprehensiveness of Chinese teaching content and the multiplicity of goals. It is an ancient tradition of China's education that "literature carries Tao, and civilized Tao is borrowed", and reading literature is for Ming Dow. This has a great influence on modern education in China, and sometimes it even develops to an extremely terrible level. Mr. Ye Shengtao once had an incisive analysis. He said that since the May 4th Movement, Chinese teaching has "focused on spirit or thought, ignoring technical training, so that the ability of ordinary students to understand and use words has not been properly developed." This is one of the crux of Chinese teaching, and it still plays a huge role in Chinese teaching today. Many teachers think that the teacher's task is to "preach, teach and dispel doubts". In classroom teaching, teachers only analyze and explain the teaching materials and pass on the conclusions to students. How can such teaching make students master the language of the motherland? Since the reform and opening up, many Chinese educators have explored the optimal choice of Chinese teaching content and the multi-structure and core of Chinese teaching objectives in view of the separation of literature and Taoism, which has set off a wave of scientific Chinese teaching and produced a series of remarkable reform achievements and a series of effective teaching models. Unfortunately, however, there is no gratifying scene of a large-scale improvement in the quality of Chinese education. As a result, Chinese teaching has been criticized as never before: this is a mistake. In addition to the lagging reform of the examination system, the low comprehensive quality of teachers, and the inability to widely implement the experimental results of teaching reform, the deeper reason is that Chinese is different from other disciplines such as mathematics, physics, politics, history, geography and other humanities, and the teaching content cannot be fully and systematically explained in the form of "syllabus-textbook". It is also very difficult to scientifically divide its knowledge chain and ability order, and it is too demanding to go to extremes. In the past few years, the serialization of Chinese knowledge teaching, composition teaching, reading teaching and various exercises just ignored that Chinese literacy must be based on rich accumulation, long-term edification and difficult feelings, and thought that the improvement of Chinese ability can be obtained through training like the problem-solving ability of mathematics and physics. Hong, a famous special-grade teacher, pointed out: "What is the biggest mistake in Chinese teaching in the past century? It violates the law of mother tongue teaching. Under the background of the spread of western learning to the east and the influence of scientism, Chinese teaching has fallen into a misunderstanding on the road of pursuing scientism. People mistakenly regard Chinese class as a knowledge system similar to mathematics and physics, and turn the language of' learning' into the language of' research'. " The reflection on the scientificity of Chinese teaching proves once again that the comprehensiveness of Chinese teaching content and the diversity of goals are the important reasons that restrict the improvement of Chinese teaching quality. So people once again turned their attention to the traditional Chinese teaching. At the turn of the century, quality education is implemented, innovation ability is emphasized, and it is proposed to realize the harmony and unity of modernization and nationalization of Chinese teaching. Finally, after hard exploration, people have a scientific understanding of the nature and task of Chinese subject, and put forward that language sense training should be placed in an important position in Chinese teaching, and the basic way of language sense training is perception, accumulation and application. At the same time, it also emphasizes the combination of language sense training with ideological education, thinking training, aesthetic training and language knowledge teaching to achieve multiple goals of Chinese teaching, so as to comprehensively improve students' Chinese literacy. "Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft)" points out: "The Chinese curriculum in the nine-year compulsory education stage must be geared to all students, so that students can acquire basic Chinese literacy. Chinese course should cultivate students' thoughts and feelings of loving the language and characters of the motherland, guide students to correctly understand and use the language and characters of the motherland, enrich language accumulation, cultivate language sense, develop thinking, and enable students to have the ability of reading, writing and speaking to meet actual needs. Chinese courses should also focus on improving students' moral cultivation and aesthetic taste, so that they can gradually form a good personality and a sound personality, and promote the harmonious development of morality, intelligence, physique and beauty. " This latest regulation on Chinese teaching objectives has been clearly reflected in the new Chinese textbooks for compulsory education which will be widely tried out in China. It can be said that the direction has been determined and the scheme has been designed, but the result of practice urgently needs Chinese teachers to strengthen their study, update their educational concepts, optimize their teaching design and constantly explore and innovate. The times depend on Chinese teachers, and the prosperity of Chinese teaching depends on them. There are many difficulties, but overcoming them means progress. How arduous efforts Chinese teachers need to make! Second, the content is holographic and the target is fuzzy. The so-called holography refers to all the information that reflects the overall situation of an object when it exists in space. Borrowing this concept, the holographic nature of Chinese teaching is the multi-level, uncertainty and fuzziness of specific teaching content. Each text is not only a coherent whole, but also presents multi-level and uncertainty because of its profound thoughts, rich feelings, complex structure and mixed styles. Among them, there are not only the contradictory unity between the author's creative motivation and the objective meaning of the work, but also the evolution of the meaning of the work in the times, as well as the differences in feelings, understanding and appreciation of the work due to the different knowledge, cultivation and understanding of the subject. After paying attention to the comprehensiveness of Chinese teaching content on the macro level, Chinese teaching must also pay enough attention to the holography of specific teaching content on the micro level, because the Chinese teaching process is a dynamic process of optimizing the teaching of specific teaching content (usually the text under the unit). It is difficult for a Chinese teacher to study every text thoroughly and then optimize the teaching objectives just right. Because of this, Chinese teachers must work very hard and think carefully on the basis of extensive accumulation, profound thinking and keen thinking, otherwise how can they be confused and unclear for a long time? Compared with the sequence of other subjects, the holography of Chinese teaching content is a very prominent problem. To give a very simple example, for example, "one" is a number written in Chinese characters in mathematics, but it is very complicated in Chinese. As a Chinese character, it has sound, form and meaning. In pronunciation, there are problems such as initials, finals and tones, and there are also inflection phenomena. There are some problems in font, such as construction method, shape evolution, etc. There are some problems in meaning, such as original meaning, extended meaning and figurative meaning. Secondly, as a morpheme and a word, it has a unique structural function, especially in a specific language environment, it presents a very complex meaning and emotional appeal. To give a few examples: "Once you climb to the top of the mountain, you will see that all the other mountains look short under the sky." ; "Back to the right path, I don't know when the rain has stopped, people are sweating all over, and they are eager to take off their raincoats to enjoy the cool"; "The road has been very wide, and I didn't know I was standing at the edge of an unfathomable ravine until I poked my head out"; "There are passwords in the distance, one, two, one, two, one, ..."; "Guy Yu Can is not eleven times better than a good traveler"; "Lotus flowers and grass flowers look and feel slightly different, but they have roots and no trees, and it is the same at the age of one." "With a lovely lotus flower, there is no point that is not suitable for eyes and ears for a moment, and there is nothing that is not ready for home use"; "As we all know, a dead life is a wrong birth, and the destruction of Peng Qi is a mistake." The simplest word "one" is still the case, let alone an article. The holographic nature of Chinese teaching content determines the fuzziness of Chinese teaching objectives. Although there are some notes, tips, exercises, etc. They are all written in Chinese textbooks outside the text, and combined with the syllabus and reference books, they make certain norms for teachers to determine and optimize the teaching objectives. In actual teaching, because each teacher has different degrees of grasping the teaching materials, there are bound to be differences in understanding, establishing and implementing the teaching objectives, especially one more important aspect, which is determined by the teaching materials and teachers. Because students' Chinese foundation, learning methods and perception are different, teaching and learning are often separated in the implementation of Chinese teaching objectives, which is not as practical as other disciplines, and sometimes even greatly discounted. The detection of learning effect is also vague, and in many cases it cannot be quantified by specific standards. There is always a contradiction between "deep knowledge" and "shallow knowledge" among students. Some students can understand and express themselves properly, and some students don't want to know too much, so they swallow the dates and express themselves vaguely. This kind of situation often appears in the process of Chinese teaching, and it is difficult to recover for a long time, which of course causes high consumption and low efficiency in Chinese teaching. The holography of Chinese teaching content and the fuzziness of the goal put forward more complicated topics for Chinese teachers. To solve this problem, Chinese teachers should not only thoroughly understand the teaching content, but also have students in mind. We should adhere to the principle of putting people first and teaching students in accordance with their aptitude. On the one hand, we should persist in educating people, on the other hand, we should closely connect with the reality of life and inject fresh water into Chinese teaching. Wei Shusheng, an educational reformer, said: "Educating people is the responsibility of teachers in China. Only by persisting in educating people can we enter the free kingdom of Chinese teaching. " However, the actual social life is presented to students like a kaleidoscope, and various phenomena come one after another, and students are overwhelmed. It is not easy to think carefully and choose carefully. Isn't it also an important reason why Chinese is difficult to teach? Writing here, on the one hand, I feel very scared, really "trembling, like walking on thin ice." I asked myself, how did I accomplish such a difficult task before? What will you do in the future? On the other hand, I also feel very happy. As a Chinese teacher, I can grasp the pulse of the times, advance with the students, swim in the ocean of the motherland's language and Chinese culture, break the waves and forge ahead bravely. What a happy thing it is! My eyes suddenly opened. "The road is long, Xiu Yuan, and I will go up and down." Although Chinese teaching is difficult, isn't it fun to search up and down? The netizen who browsed this article also browsed: the cultivation and development of composition discipline guide students to learn to strengthen the artistic combination of formative evaluation of love in the teaching process, and how the reading aid system of Chinese textbooks can improve the teaching style of Jiang Nianzu, a special Chinese teacher. Being a critical Chinese teacher and appreciating Chinese teacher's rhetoric critically: an important way of Chinese reading teaching. On Tao Yuanming's view of life and death from the perspective of shadow gods.