Research On Uygur Students' Difficulties In Chinese Learning In Inland-high-school Classes For Xinjiang's Students And On Teaching Strategies

China created inland-high-school classes for Xinjiang's students in 2000,in order to further consolidate the achievements of the development of the western region in China and promote the common prosperity and development of all ethnic groups.45 cities in 14 provinces have undertaken the education and teaching work of it so far.The highest proportion of Uyghur students in inland-high-school classes for Xinjiang's students is consistent with the distribution of ethnic groups and population in Sinkiang.For a variety of reasons,it is generally difficult for Uyghur students in inland-high-school classes for Xinjiang's students to learn Chinese.Therefore,how to improve their core literacy and the ability of the language is one of the most important problems in the current education and teaching.It is related to the individual growth and development of students,as well as the unity of the China and the inheritance of Chinese culture.In this paper,students of inland-high-school classes from S High School in Zhengzhou City of Henan Province are selected as the respondents.By comparing their results of Chinese with local students',and the Chinese results of Uyghur students with those of students from other ethnic groups,the research subjects are identified as 191 Uighur students who failed in Chinese(their scores below 90 points)with greater difficulty in listening,speaking,reading,and writing.With questionnaire surveys and interviews,the author strive to thoroughly explore the reasons why it is hard for Uyghur students in inland-high-school classes for Xinjiang's students to learn Chinese and propose a few teaching strategies.It has been shown by study that the difficulties of Uygur students in inland-high-school classes for Xinjiang's students are significant in listening,speaking,reading and writing.The reasons include objective factors such as weak Chinese foundation and interference of Mother tongue,as well as the subjective factors such as students' lack of good habits,methods,motivation,attention,self-control and willpower for learning.The author puts forward the teaching strategies for difficulties of students in inland-high-school classes for Xinjiang's students in learning Chinese.Specifically,there are the following aspects.First,the foundation of Chinese learning should be consolidated by strengthening the teaching of culture and teaching of characters and words to fill the gap in the Chinese knowledge of Uygur students.Second,errors in Chinese learning should be corrected.Mainly by creating the environment of language learning,improving the wrong writing habits and so on,students' errors in the pronunciation and writing and use of characters are corrected.Third,student's good habits of Chinese learning should be developed.It includes gradually developing students' habits of loving reading at first,further their habits of accumulation,and finally their concentration on Chinese language in many ways.Fourth,we should help students master the methods of Chinese learning,mainly helping them master Scientific Methods for memorizing and Morpheme analysis.Fifth,students' motivation to learn Chinese should be improved,byhelping them to explore the meaning of Chinese learning,setting up proper Chinese learning goals,cultivating their 'interest in Chinese learning and improving their self-efficacy.Sixth,the tutorial system and Pygmalion Effect are applied to help students improve their self-control and willpower.