The Integration of Traditional Culture and Teaching

The great China has lived for five thousand years, and her national culture, such as Mika's long wine, is enough for generations of China people to taste and understand. However, in recent years, there has been a worrying phenomenon in society: overseas festivals are more popular than traditional festivals, especially teenagers, who know far more about foreign customs than about local culture. In the comprehensive study, I feel particularly deeply about this phenomenon of national traditional culture falling out of favor.

First, learn the status quo of national traditional culture

Through the comprehensive study of "drama stage" and "collecting folk songs", it can be seen that the learning of China traditional culture by teenagers is almost blank at present, which is worrying.

China traditional drama has a long history and distinctive national style, which is a popular literary form. Many parts of the country have their own operas, which are full of flowers and colorful. Every local opera has its own unique regional cultural customs, such as the elegance and beauty of Beijing Opera, the elegance and exquisiteness of Kunqu Opera, the sonorous sadness of Bangzi and the gentleness and smoothness of Yue Opera. It can be said that one side of the soil and water makes one side play. Before the activity, I made a simple survey of my classmates, and the result surprised me. Among more than 100 students, it would be great to know a little about Chinese opera. So I began to assign activities and tasks, which can be said to be very detailed and targeted. However, in formal activities, the effect is still very disappointing. Few people can answer the knowledge and common sense that should be learned in the process of preparing materials. Later, I analyzed that the thick culture has been accumulated for a long time, and how can it be understood and mastered through a few days of assault! This is true for the quintessence of the country, and it is even more conceivable to treat the traditional culture of other nationalities!

Exquisite costumes, elegant vocals, virtual scenes, wonderful faces … are beautiful and magical in our eyes, but they are naive and ridiculous in the eyes of students.

China has a long history, vast territory, rich resources and numerous ethnic minorities, showing a variety of folk customs. The fourth unit of the first volume of the eighth grade of People's Education Edition, comprehensive learning is "going to folk customs". In the preparation stage, I learned about the folk customs they know. Among them, the traditional festivals we are familiar with are Spring Festival, Tomb-Sweeping Day, Dragon Boat Festival and Mid-Autumn Festival. On the one hand, these festivals are now over, and on the other hand, they are associated with some representative foods, such as jiaozi in the Spring Festival (or reunion dinner), Zongzi in the Dragon Boat Festival and moon cakes in the Mid-Autumn Festival. But little is known about its origin and significance, and even less about some customs of ethnic minorities.

Second, a brief analysis of the causes of the phenomenon

I think there are several reasons for the above phenomenon of ignoring national traditional culture:

The first is the influence of social environment. Nowadays, the pace of life is accelerating, and the pressure of study is increasing. Students are tired of coping with the immediate academic pressure, and sometimes they are not interested in current events and have no time to contact the essence of culture. I don't know. I don't understand. Of course I'm not interested.

Secondly, most of their spare time is occupied by various cram schools, pop songs and various entertainment projects. Especially now that people have entered the e era, there are too many temptations from outside. In contrast, the elegant and heavy national culture needs long-term study and understanding, and those things are inevitably out of date, so people think it is necessary and practical to learn.

Third, in school and family education, people's requirements for academic performance are far higher than those for students to build a healthy life. At present, some schools offer courses such as Disciple Rules and Tao Te Ching to teach Chinese studies, which is a good start, but most of them only meet the requirements of superiors and cannot really touch the essence and essence of China traditional culture. It is conceivable that adults do not pay attention to disrespectful things, how can they ask children to pay attention and respect?

Thirdly, the favorable conditions and effective ways for Chinese teaching to inherit national culture.

As a Chinese educator, faced with this situation, I feel that Chinese teaching is duty-bound to inherit and carry forward China's traditional culture. Because the Chinese subject has unique conditions for this.

First of all, the space for Chinese learning is relatively broad, which is closely related to life and is more conducive to extending to a rich life. This can be done in expansion and extension.

Secondly, Chinese classroom teaching is flexible. In the arranged text, we can properly infiltrate or discuss issues related to traditional culture, and naturally achieve the purpose of understanding traditional culture.

Finally, Chinese, whether it is the arrangement of teaching materials or educational ideas, is the labor crystallization of several generations' exploration and practice, and is obtained by perfecting and innovating the "national studies" system. It is rooted in the unique national cultural soil of China, and its branches and leaves are influenced by other cultural forms, so it is closely related to the traditional culture of the Chinese nation.

To shoulder this heavy responsibility, the primary factor is that Chinese teachers should have the necessary self-confidence and sense of responsibility. First of all, Chinese teachers have a clear understanding of this task. They can accumulate and use profound knowledge of national culture to stimulate students' interest, organically combine teaching content with national culture in Chinese teaching, and flexibly infiltrate and enrich students' minds.

The utilization of inexhaustible biological resources is the key factor. Rational use of Chinese textbooks is an effective way.

After the implementation of the new curriculum standard, the compilation of Chinese textbooks is more humane and more conducive to operation, such as "Mud Warrior Zhang" and "Story of a Nuclear Ship", which introduce exquisite folk crafts, ventriloquism, Ansai waist drum, shouting, Yunnan songs, duck eggs in Dragon Boat Festival, excellent ancient poems and so on. These articles are classic teaching materials for learning national culture and should be fully explored and utilized. While learning national culture, it will certainly inspire students' patriotic enthusiasm. Especially after joining the comprehensive study of Chinese, the capacity of Chinese class is even greater. The establishment of these comprehensive questions not only closely follows the content of this unit, but also deeply digs into students' psychology, discusses some problems existing in middle school students at present, and also pays attention to the promotion of national culture.

Everything depends on people. As long as we understand students' psychology, make scientific use of cultural resources in life, and organically combine Chinese teaching with national culture, traditional culture will surely take root in the soil of Chinese until it blooms with beautiful flowers.