In this thesis, the Japanese language major in the College of Foreign Languages of University J was selected as an example, and the research method combining quantitative questionnaire and qualitative research was used to investigate the development trend and current situation of Japanese language teaching. Structural equation modeling was used to analyze and hypothesize factors that affect the quality of Japanese classroom teaching. Data was collected, processed, and analyzed with relevant regression statistics to study the statistical regularities among variables with correlations and to verify the research hypotheses proposed in this study, as well as the correlations. The results showed that there was an extremely significant causal relationship (Sig. < 0.01) between teacher level: professional ethics and teacher teaching, teacher professional knowledge, resource inputs and teaching content, and teacher professional competence, teaching content, and teacher teaching. Student level: there is a significant positive effect (Sig<0.01) between students’ personal qualities, student learning and learning outcomes, learning inputs, and student learning and learning outcomes. Industry level: there is an extremely significant causal relationship (Sig<0.01) between industry needs and teaching objectives, resource inputs, teaching content, and teacher teaching.