How to Infiltrate "Local Culture" into Chinese Teaching in Primary Schools

Infiltration of Local Culture in Chinese Teaching [Keywords] Infiltration of Local Culture in Chinese Teaching

Mr. Chen Heqin, a famous educator, said: "Nature and society are living teaching materials." Chinese curriculum should be rooted in reality, and Chinese textbooks should tap local cultural resources closely related to students' real life outside the textbooks. Tongli Town, Wujiang District, Suzhou City is a small town in the south of the Yangtze River. There are picturesque scenic spots, all-powerful cultural celebrities, and special snacks with thousands of miles of fragrance ... Tongli local cultural resources are not only everywhere, but also colorful and charming. If teachers can properly penetrate into Chinese classroom teaching and reasonably excavate in Chinese teaching practice, they can not only expand and extend the content of teaching materials, but also highlight students' dominant position through this integration, thus cultivating students' sense of identity and pride in their hometown culture. Based on teaching practice, the author talks about how to effectively infiltrate local culture in Chinese teaching in middle schools.

First, the infiltration of local culture in Chinese classroom teaching

(A) classroom teaching infiltration, deepen understanding in comparison

Introduce local cultural resources into Chinese teaching in a timely and appropriate manner, integrate local culture into the content of Chinese textbooks, guide students to deepen their understanding of textbooks through experiencing life, narrow the distance between textbooks and life, and improve students' comprehensive ability in Chinese learning. This not only expands the breadth and depth of teaching content, but also realizes the natural extension of Chinese teaching from in-class to out-of-class

For example, when I was teaching Suzhou Gardens, I said, "No matter where tourists stand, there is always a perfect picture in front of them." Let the students talk about this sentence in combination with the garden buildings around them. Many students thought of the back garden of the retreat garden. In order to pursue this effect, the owner Ren Lansheng built a retreat garden. There is a mirror in the middle of the "Water Champs", which can reflect the whole back garden. The exquisite Range Rover Pavilion is the highest point of the whole garden. When you climb up, you can see the whole garden. "Rain makes cool" is the place where the owner enjoys the cool in summer. The porch is as neutral as a mirror and looks like a garden from a distance. If you are in a lotus pond, you can have a panoramic view of the garden. No matter from which angle, visitors can be in the artistic conception of a beautiful picture. Therefore, it is easy for students to understand this general feature of Suzhou gardens. In the in-depth study of garden layout, foil, level, etc. In the text, the students combined with the characteristics of the garden buildings around them, as if they were there, and soon understood.

(B) infiltration of writing training, to stimulate emotion in communication.

Chinese learning consists of four parts: listening, speaking, reading and writing. Mr. Ye Shengtao emphasized that Chinese learning should pay equal attention to listening, speaking, reading and writing. He believes that acceptance and publication are manifested in oral listening and speaking, as well as written reading and writing. Listening and reading are equally important in reception, and speaking and writing in publication are equally important. Therefore, listening, speaking, reading and writing are indispensable.

However, in actual teaching, oral English and writing, as important parts of Chinese teaching, are often weakened, which leads to many students not writing and afraid to speak in front of their classmates. In view of this situation, I purposefully selected something for each student to say and strengthen practice. For example, when teaching the article Blue Venice, I talked about the beauty of water, bridges, architecture, cruise ships and culture in Venice. In view of Tongli's reputation as "Venice of the East", I asked students to write about Tongli's water, bridges, garden buildings, awning boats and even festivals. If some people still find it difficult, let the students write their favorite Tongli foods directly, such as Tuobing, Fermented Cake, Green jiaozi, Crispy Cake, Euryale Seed Cake, etc. Then let the students express it in the form of oral communication (titled "Praise my hometown"). This not only exercises students' writing ability, eloquence and courage, but also stimulates their love for their hometown, which can be described as killing two birds with one stone.

Second, tap the local culture in the practice of China.

The new curriculum standard emphasizes that Chinese is a practical course, and teachers should pay attention to cultivating students' Chinese practical ability. The main way to cultivate this ability is Chinese comprehensive practice. In teaching, we should consciously carry out comprehensive Chinese practice activities. By advocating independent, cooperative and inquiry learning methods, students can take the initiative to carry out activities independently, improve the comprehensive quality of Chinese, really let students read "life textbooks" in "schools under the blue sky" and find the source of Chinese learning. Chinese practice is the second classroom of Chinese learning, and there are rich Chinese teaching resources hidden in local culture. If teachers can make good use of it, Chinese teaching will be icing on the cake and shine brightly.

(a) Tracing the local historical and cultural origins to increase historical importance.

Tongli has fertile land and rich products. As early as the Neolithic Age, our ancestors plowed and burned land here and thrived. Tongli has a profound cultural background. From the Tang and Song Dynasties to the end of the Qing Dynasty, academies, social studies, private schools and other places for giving lectures and dropping out of school were very popular.

Tongchuan School, founded by Mr. Jin Songcen, pioneered modern education in this county. Inspired by his patriotism, Tongchuan Autonomous Association and Tongchuan Public School have trained many elites and scholars. For example, Cai Yan, a famous social activist, Liu Yazi, a famous poet and social activist, Yan, a famous patriot and founder of Wen Wei Po, and Fei Xiaotong, a famous sociologist and social activist.

The superior geographical environment and rich cultural atmosphere have attracted many celebrities and poets. Ni Zan, Yao, Fang Xiaoru, Chen Zufan, Hu Xueyan and other historical and cultural celebrities once lived in Tongli ancient town, adding a touch of bright color to Tongli culture.

When carrying out comprehensive learning activities, I asked students to collect relevant information together, learn about historical and cultural celebrities in Tongli, trace back the local historical and cultural origins, increase students' sense of history, and stimulate their love for their hometown.

(two) into the local natural and cultural landscape, enjoy the beauty of hometown scenery.

Natural and social life is a world where students can accumulate freely and should be a part of students' Chinese learning. Teachers can use their vacation time to extend Chinese classes to extracurricular activities, guide students to observe and feel the real world, fully tap Chinese resources, mobilize students' potential perception, experience Chinese in life and accumulate knowledge.

1. Go into the alley of Tongli and learn about the alley culture of Tongli.

Hutong is a major feature of Tongli dwellings in the ancient town. There are many alleys in Tongli: those that go through the heart, those that go through the skin, those that go through the west, and so on. The alley is quiet, leisurely, deep and long, winding, and no road is impassable. Deep in the alley, high walls stand on both sides. Mottled moss marks, strings of green vines hanging on the wall, like a quaint screen. Lane is the epitome of ancient buildings in Jiangnan ancient town, and it is a solidified poem. Students will be infected by beauty if they wander among them.

2. Approach the bridge in Tongli and learn about the bridge culture in Tongli.

Surrounded by five lakes, with winding paths and criss-crossing rivers, Tongli has left many ancient bridges built in various ages, which stand tall in the wind and rain of the years and become a durable book for us to understand Tongli. In the ancient town, there is the longest and oldest Siben Bridge. And the smallest one-way bridge. The bridge that best reflects the diligence of students is Pu 'an Bridge. The most mysterious ancient bridge in town is Guanfu Bridge. The three bridges in Tongli (namely Taiping Bridge, Geely Bridge and cheung tsing bridge) are the most representative. Tongli people used to have the custom of three bridges, which is now an indispensable project for tourism and the most popular bridge in Tongli. While watching the bridges, the students also learned the story of each bridge and the bridge culture in Tongli.

3. Approach the rape field in Beilian Village of Tongli and enjoy the wonderful spring scenery.

The rape flowers next to Beilian Village stretch for ten thousand mu, just like a beautiful rural landscape painting. This is a paradise for rape blossoms, and it is also a place to fly your mind. There is no dust and noise of metropolis here, only fragrant earth breath, simple folk customs and quiet life in modern new countryside. Caged for a long time, returning to nature, Huangshi rape blossoms, taking students to experience the breath of spring.

In practice, it is difficult for textbooks to lead students into nature, feel different scenery and experience different emotions in different seasons. Once Chinese learning becomes a consciousness, students become active participants from passive recipients, and even have a colorful Chinese life.

In a word, actively using and trying to tap our local cultural resources in Chinese teaching can enrich our teaching content, optimize Chinese teaching structure, enhance classroom teaching interest, be close to students' life, broaden students' learning horizons and activate students' learning emotions, thus improving students' Chinese literacy and cultivating students' feelings of loving their hometown.