1 Introduction

Under the the Belt and Road Initiative, China's growing demand for foreign language talents in non common languages and the importance of non common language majors in foreign language education were discussed. It pointed out the challenges faced by non universal language education, such as lagging teacher team construction, single professional mode, insufficient teaching investment and research strength. At the same time, it emphasized the requirements of the National Standards for the Quality of Foreign Language and Literature Teaching for teaching, including integrating language learning and knowledge learning, and focusing on ability development. The article takes the Hungarian language major at Beijing Foreign Studies University as an example to explore how to improve the effectiveness of non common language classroom teaching and cultivate students' core abilities and literacy.

Analysis of the Principles and Efficiency Strategies of Hungarian Language Classroom Teaching

Explored methods to enhance the effectiveness of non universal language classroom teaching. Firstly, the adaptation of static knowledge and dynamic content expression in language teaching was emphasized, and it was proposed to improve teaching efficiency by breaking down curriculum barriers and coordinating students' cognitive levels and foreign language abilities. Secondly, specific strategies were proposed from three levels: macro, meso, and micro. On a macro level, it is recommended that the curriculum should form an organic whole, and the writing and selection of textbooks should coordinate students' cognitive level and foreign language ability. At the meso level, a teaching approach of "teacher led, student-centered, and unit themed" has been proposed. At the micro level, strategies such as ensuring student abilities, interlocking classroom design, emphasizing full participation, maintaining focus during the presentation phase, and incorporating reflection sessions have been proposed. Finally, taking the "Intermediate Hungarian 1-2" course as an example, this paper explores how to apply these concepts to practical teaching to improve the efficiency of teaching in minority language classrooms.

3 Case Studies

Through case analysis, methods to enhance the effectiveness of non universal language classroom teaching were explored. The case study is based on the "Intermediate Hungarian 1-2" course for second year undergraduate students majoring in Hungarian at BFSU, and introduces the course objectives, textbooks, and student situation. The course objectives include three aspects: knowledge, ability, and quality, aiming to improve students' foreign language proficiency, cross-cultural communication skills, etc. The textbook used is the original Hungarian textbook 'Happy Hungarian', suitable for intermediate level learners, consisting of 10 units, each unit revolves around a topic and consists of articles of different difficulty and styles. The analysis of learning situation found that the main difficulties faced by students when learning Hungarian include grammar, vocabulary, listening, speaking, cultural differences, learning resources, and self-confidence.

4 Conclusion

Emphasis was placed on the important role of non-native language teachers in cultivating innovative foreign language talents and serving the national development strategy. Teachers need to balance foreign language teaching and education in undergraduate teaching, enhancing students' foreign language abilities, literary appreciation, cross-cultural communication, critical thinking, research, innovation, information technology application, self-learning, and practical skills. At the same time, it is necessary to cultivate students' correct values, moral qualities, Chinese sentiment, international perspective, sense of social responsibility, humanistic literacy, spirit of cooperation and innovation, and disciplinary literacy. The teaching mode of the Hungarian language major at BFSU is a beneficial exploration for cultivating innovative talents. Improving classroom teaching efficiency requires joint efforts from the foreign language academic community and teachers and students, with minority language teachers bearing a heavy responsibility.