This paper talks about the basic qualities that Chinese teachers should have with examples of education and teaching.

From teaching to learning Chinese for seven years, from unfamiliar to familiar, from immature to sophisticated. In my opinion, as a young Chinese teacher, to teach Chinese well, one must have good Chinese literacy. How reckless I was to go to the podium to give lectures to students without careful preparation, and finally made many mistakes; I used to be so worried about the leader that I "slapped" the students all day, and I had no image of a teacher at all; I used to be so passionate, and the excitement when I first entered Woye will never let my work fall behind and drag the "hind legs" of my school. Over the years, I have also seen many new teachers with their previous shadows. Of course, the times have painted them with their own colors: they are passionate, but they are not good at learning; They love to play tricks, but the effect is not good; They love democracy, but they lack dignity ... in fact, these phenomena have their own advantages and disadvantages. In any case, it is an experience for them. As long as we are modest and enterprising, we can achieve something, because that's how we all come over, making progress in growth and growing in progress. Below, I will talk about the five most important qualities that a qualified young Chinese teacher should have according to my own understanding.

First, humanistic quality.

Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum. Compared with the previous outline. Humanism is a remarkable feature of the Standard in understanding the nature of Chinese classes. As a red line, it runs through the whole Standard, requiring Chinese teachers to have a high humanistic quality. According to modern Chinese, "humanity" refers to various cultural phenomena in human society. "Literacy" refers to daily literacy, that is, a certain level of theory, knowledge, art and thought. Therefore, Chinese teachers are on the side of humanistic quality.

First of all, you must have rich knowledge of social science. In the overall knowledge structure, we should incorporate history, philosophy, linguistics, archaeology, law, literary criticism, history, ethics, history, philosophical methods and other social scientific and cultural knowledge into our own knowledge structure, and strengthen the cultivation of the above aspects. Humanism is one of the important attributes of Chinese, which is "the course with the most social culture, national culture and historical culture". It also has some factors that cannot be integrated with other disciplines such as ethics, morality, art, aesthetics, emotion and philosophy. Words bear the Tao, feelings, history and words.

Second, educational literacy.

The first standard teaching suggestion is "give full play to the initiative and creativity of both teachers and students in teaching" and "Chinese teaching should be carried out in the process of equal dialogue between teachers and students". In terms of learning methods, the standard emphasizes "actively advocating democracy, cooperation and inquiry learning methods". This change in teaching and learning methods requires Chinese teachers to have good educational literacy. The educational literacy of Chinese teachers should include educational theory literacy, Chinese educational ability literacy and Chinese teaching research literacy. Educational theoretical literacy mainly refers to the ability of Chinese teachers to master educational scientific knowledge, correctly apply the concepts, categories and principles of pedagogy and psychology, deal with various problems in education and teaching, and clearly express educational thoughts and concepts. Chinese education ability literacy refers to the integration of literacy teaching ability, reading teaching ability, composition teaching ability and oral communication teaching ability. Chinese teaching and research accomplishment refers to the accomplishment of exploring the law of Chinese education in primary schools to guide Chinese teaching practice, which is the concentrated embodiment of Chinese teachers' professional accomplishment, educational accomplishment and innovative accomplishment. The educational literacy of Chinese teachers is an important part of the overall literacy of Chinese teachers, which determines the teaching quality of teachers. This requires Chinese teachers to further study and master educational science knowledge such as pedagogy, psychology, children's educational psychology, educational statistics and Chinese teaching theory. So as to guide the teaching practice of Chinese education.

Third, scientific literacy.

Scientific literacy refers to people's ability to master and apply science through practice. With the development of modern science and technology, natural science and social science will continue to merge, which is closely related to the Chinese subject and will inevitably be reflected in the content of Chinese teaching. The basic instrumental and comprehensive characteristics of Chinese make its tentacles extend to almost all fields. For example, the first volume of the eighth grade Chinese textbook in junior high school, such as biological invaders, sunset hallucinations and other texts involve scientific and technological knowledge, while Yunnan dances, shouts and other texts involve local customs and so on. This knowledge involves physics, biology, humanities, etc. You can't ignore it just because you are a Chinese teacher. Therefore, it is necessary to improve the scientific literacy of Chinese teachers, so that Chinese teachers can master some knowledge of natural science and social science, reach a considerable depth and breadth, and achieve the infiltration of arts and sciences, Chinese and foreign infiltration, and historical infiltration.

As the disseminator of knowledge, Chinese teachers must constantly improve their scientific literacy level. Because Chinese teachers are also responsible for spreading the scientific spirit to students, their scientific literacy should include three aspects, namely, understanding scientific knowledge, mastering scientific processes and methods, and the impact of science on society. At present, the scientific literacy of Chinese teachers in China is far from satisfactory, especially in mastering some new knowledge and understanding scientific processes and methods. At present, China has carried out undergraduate education to train primary and secondary school teachers, which will certainly play a positive role in improving the scientific literacy of primary and secondary school Chinese teachers.

Fourth, innovative literacy.

The standard clearly points out in its overall goal: "develop thinking ability, stimulate imagination and create potential." At the same time, the standard emphasizes the concept of big education in curriculum construction, that is, overcoming the disadvantages of isolation, closure, solidification and rigidity of Chinese curriculum, realizing fundamental changes in curriculum content and implementation under the guidance of the concept of big education, and building an open, innovative and dynamic Chinese curriculum system. All these require Chinese teachers to have strong innovative qualities. To innovate in education, we must first have a group of teachers with innovative literacy. Only innovative teachers can carry out innovative education and cultivate innovative students. The most important thing for Chinese teachers' innovative literacy is to have the consciousness of guiding innovation, and its core is to advocate, pursue and be proud of innovation. Only when Chinese teachers have innovative literacy can they develop students' creative potential and cultivate students' innovative consciousness and ability in teaching. Only primary school Chinese teachers with innovative literacy can create a democratic and relaxed learning environment and atmosphere, cultivate students' self-confidence and initiative in learning, encourage independent thinking, explore cooperative learning independently, and activate imagination and innovative thinking.

Fifth, aesthetic quality.

The preface of "Standard" points out: "We should pay attention to improving students' moral cultivation and aesthetic taste", and the general goal also points out: "We should gradually form a positive attitude towards life and correct values, and improve cultural taste and aesthetic taste". All these narratives convey a message to us: Chinese teaching should not only teach students pure language knowledge, but also pay attention to the cultivation of students' emotions and aesthetic interests, so that they can become "complete" and "enriched" people. To cultivate students' aesthetic situation, teachers should first have higher aesthetic literacy. Chinese teachers' aesthetic quality is relatively high, and their aesthetic taste should be harmonious and elegant. Harmony makes students feel quiet and intoxicated, and elegance makes students respect and yearn for it. This aesthetic should be reflected in the presentation of Chinese teaching content, the choice of teaching means and the design of teaching procedures. For example, excellent poetry often contains rich and colorful feelings, profound thoughts, profound artistic conception and exquisite and beautiful language. If it is used consciously in teaching, students can get natural edification, new soul, broaden their horizons and increase their knowledge, so that students can master the essence of traditional culture, feel the beauty and greatness of language and writing, and love excellent national culture more.

In a word, as a young Chinese teacher, one must master professional knowledge and skills, have rich cultural background, have burning passion, have exquisite classroom language and have keen thinking, so as to become a qualified Chinese teacher. Only Chinese teachers with noble moral character, dedication and wisdom, extensive knowledge and profound knowledge can be regarded as excellent and truly qualified Chinese teachers, and they can be "full of peaches and plums". We still need to keep melting and improving in the melting pot of classroom teaching art, so as to improve our Chinese literacy in an all-round way and make our classroom colorful.