Talk about what you have learned from your folklore course

I. Understanding and Studying Ethnic Folk Literature from the Perspective of Language Pedagogy

Every nation has its own history, and literature is a true reflection of a nation and its cultural and historical development. Language education should respect the independence of each nation's literary development history as well as focus on the universality of its mutual influence. Ethnic folk literature is a form of art that is closely related to local people's customs and has a close relationship with the historical origins of local regional cultures, and has a unique vernacular flavor. In ethnic minority areas, we can hear moving ballads, elegant and popular **** appreciation of the theater, simple and elegant legends and bold and rough jokes and so on. Such as the excellent folk narrative poem "Genghis Khan's Two Stallions", "Orphan's Biography", lyrical ballads "Mother and Child Songs" (i.e. "Golden Palace Birch Book"), "Songs of Alechimber", etc., these forms of literature, either orally, or in writing carry the aesthetic characteristics of the regional culture of an ethnic group, reflecting the way of life of an ethnic group, the attitude of life, with a unique historical form of literary expression and organizational structure, reflecting its different times of innovation. It reflects the innovative consciousness, creative ability and artistic spirit of different times, and is consistent with the innovative requirements of today's society. Ethnic folk literature is extremely rich in content, reflecting and presenting specific national psychology and national character, and also influencing the formation and development of national psychology and character, and it is the source and foundation of other literatures. "Diversified practical activities can adapt to the diversified needs of the society for talents and the different expectations of students for language education", students come into contact with different ethnic folk literature in their lives, and from childhood, they are very familiar with ethnic folk literature such as songs, idioms, legends and jokes, which is a part of their lives. They are very familiar with folklore, such as songs, idioms, legends and jokes. Therefore, from the perspective of language pedagogy, folk literature can make a significant contribution to language education in schools, and the unique educational significance of ethnic folk literature should attract enough attention from the language education sector.

The value of folk literature in school language education is grasped from the perspective of cultural values

Language education is not only about teaching students some basic language knowledge, but also about the exchange and transmission of language, art and culture, which includes not only the mainstream culture that is popular in the international community today, but also the culture and art of one's own people and the regional literatures of the world's peoples. It also includes the regional literature of the world's peoples. These ancient heroic epics, such as "Warrior Gunagan" and "Jangal", reflect the face of a historical era with great artistic summarizing power, and have had a far-reaching influence on the development of the literature of future generations. However, "with the development of history, some of its functions may shrink and become weaker, but people can still explore its functions from a new perspective". The profoundly accumulated ethnic folk literature provides students with a rich literary experience and educational resources that are difficult to provide in schools, and it can be said that diverse literature is the spiritual wealth that mankind **** enjoys.

(a) Ethnic folk literature, can be used as a supplement to the school language curriculum resources.

With the progress of society and the development of literature, ethnic folk literature distinctive personality, soaring grace, or exaggerated or deformed, with a unique national style, permeated with a strong national temperament, which contains cultural deposits, involving religion, rituals, folklore, art, and other fields, and with the local folklore and a certain ideology and cultural aesthetic psychology of the nation. To understand the relationship between literature and the origins of local folk culture, literary psychology as well as religious beliefs; to understand the humanistic spirit and cultural connotations it implies from the perspective of cultural values; and to actively participate in some of the folk activities organized by the local or community. This open view of teaching expands the classroom-centered teaching mode of school education, stimulates students' interest in learning, and enhances their national self-confidence and pride. At the same time, understanding the position and role of national folklore in the development of history and culture can also make up for the insufficiency of the richness and diversity of teaching materials in school language education, and make school language education more local and regional characteristics, which is also advocated by the postmodernist view of school education, which is a kind of attempt to explore language education from the internationalization and respect for multiculturalism to understand the different cultures.

(2) From the perspective of cultural inheritance, it is also a need for the development of national folk literature itself.

With the acceleration of urbanization in industrial society, the comprehensive impact of foreign consumer culture and market economy has destroyed the economic foundation and cultural soil on which national folk literature is based, and national folk literature rooted in the countryside is declining, and those inheritance methods focusing on memory and oral transmission, the language and symbols representing the originality of this nation have been terminated, and the environment for national folk literature has been seriously damaged, especially the original folk literature. The living environment of national folk literature has been seriously damaged, especially the original national folk literature is rapidly disappearing. Therefore, in teaching, we should strive to achieve the teaching objectives of making students realize the differences and richness of ethnic multiculturalism, the characteristics of literature, the diversity of literary expressions and the unique contribution to social life, study the inner cultural spirit and outer formal characteristics of ethnic folk literature, and feel the cultural connotation of ethnic folk literature. At present, we should realize that folklore has become an endangered culture in urgent need of protection, and folklore as an intangible culture is dying out with the passing away of the inheritors. Therefore, to develop and utilize the rich ethnic traditional culture and ethnic folklore in minority areas and make it an indispensable teaching content of school language education is not only the need of today's society, but also the need for the development of ethnic folklore itself.

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