Vibrate the leaves to seek the root, and visit the orchid to seek the source.

? The teaching content of the excellent course competition is "the inheritance of traditional culture". Personally, it is difficult to talk about, especially to talk about new ideas. There are two reasons. First, although we are familiar with the term traditional culture, our knowledge of traditional culture is very thin, and our understanding of traditional culture is mostly at the level of fragmentation and little knowledge. Students have no knowledge of traditional Chinese culture. As a result, it is difficult for teachers to express the deep feelings of traditional culture, and students have not accepted the information reserve foundation of traditional culture. It is difficult for teachers and students to produce * * * songs, and there are no * * songs. The second is to look at our textbook "Cultural Life". The textbook is thoughtful and opinionated, but it is not readable. To be honest, the charm of this textbook is far less than that of Yong Xia Novel. To impress people, inspire people's thoughts, stimulate people's emotions, and list dogmatic conclusions is far from achieving the purpose of educating people. We went out to participate in the competition this time, just to see if we can make some brave attempts to change, talk about traditional culture and the taste of China culture, so as to truly "shake the leaves and seek the roots", so as to trace back the roots of Chinese national culture and realize the three-dimensional goal of the course.

The structure of the course of inheriting traditional culture is not difficult. It can be roughly divided into three parts: What is traditional culture? The role of traditional culture? How do we view traditional culture? Students can understand these contents, but the difficulty lies in how to achieve the course objectives, guide students to deepen their understanding of traditional culture, and guide students to pay attention to the study of traditional culture, rather than just writing down a few intermittent conclusions. Paying too much attention to conclusions and ignoring the process of learning and research is easy to limit students' thinking and feelings, especially the cultivation of interest and the development of critical thinking.

The textbook talks about four manifestations of traditional culture: the inheritance of traditional customs, traditional literature and art, traditional architecture and traditional ideas. From the performance of traditional culture, combined with the actual life, select typical cases, understand our traditional culture with students, and analyze why contemporary China society needs to treat traditional culture correctly, so as to jointly find the correct treatment methods.

From the performance (that is, phenomenon), get close to your own traditional culture, understand why traditional culture is the spiritual basis of national survival and development, learn to treat traditional culture with a correct attitude, and improve the ability of dialogue with traditional culture. The four-point performance of traditional culture does not require an average effort. Considering the limitation of class hours, you can choose representative content. For example, we can take the concrete analysis of traditional customs as the starting point of this lesson. The reason is obvious: traditional customs are in our lives, students are no strangers, close to students' lives, and teachers and students have the same topic. Of course, there are also difficulties to be dealt with: we should dig deep into the examples of traditional customs listed to pave the way for the following links. It is necessary to understand the changes of traditional customs in life and summarize the relatively stable characteristics of traditional culture; It is necessary to analyze its role in life, sum up the duality of the role of traditional culture, and naturally transition to "how to treat traditional culture?" Knowledge points. Taking traditional customs as a breakthrough point has the advantage of not demanding the foundation of Chinese studies for teachers and students, and the disadvantage is that it cannot show the charm of China's excellent traditional culture. In order to fill the classroom with traditional culture, show the "power of feeling" of excellent traditional culture (Ye Jiaying's comments on Ruan Ji's poems) and reduce the difficulty of handling, it is too difficult to take traditional ideas as the starting point, which requires teachers to learn the history of thought. We can settle for the second best and choose traditional literature in traditional literature and art as the starting point. Traditional literature and Chinese textbooks are also involved, and students have some contact, so teachers can explore with students. There are two traditions in China literature: realism and romanticism, each with its own origin and inheritance. As the source of realism, we read The Book of Songs, and as the source of romanticism, we read Li Sao. However, China literature has the same pursuit, that is, Qu Yuan's self-improvement of "Xiu Yuan is a long way, Xiu Yuan is Xi, and I will go up and down" is Fan Zhongyan's sense of mission of "worrying about the world first, and enjoying the world later". This is the precious spiritual wealth and the essence of traditional culture. We should be proud of this and establish a high degree of cultural self-confidence. Of course, traditional culture also has its dross, such as "three cardinal guides and five permanents, three obedience and four virtues". We should analyze why it is dross, which is not conducive to social and economic development and stifles ideological progress. Combined with typical examples of traditional culture, the duality of traditional culture can be clearly explained, and the third problem can be solved calmly: how to treat traditional culture? Traditional culture has both essence and dross, so we should treat it dialectically: take its essence and discard its dross.

How to treat traditional culture? It is to inherit and develop and give full play to the positive role of traditional culture. In this box, the textbook only mentions the correct attitude we should have: take its essence, discard its dross, criticize and inherit, and make the past serve the present. Let's be clear about two things. First, we should have the ability to distinguish the essence and dross in traditional culture. We can also ask the students in this place: Is it easy to judge the essence and dross? How to improve judgment and appreciation? It is expected to arouse students' reflection and plant the seeds of loving learning Chinese studies in students' hearts. Second, the criterion for judging the essence and dross is whether the traditional culture can meet the requirements of social development. Students should also be told that this standard is scientific, but it cannot slide to the "utilitarian" standard. Excellent culture also has the function of nourishing people's souls.

All our teachers express their opinions, exchange opinions, put forward their own opinions, and reach a * * * understanding: quality classes should be stable and lecture content should be in place. High-quality courses should be innovative, teachers should have their own ideas and strive to achieve the effect of "unexpected, unexpected". Think high and accurately, and solve the problem in a new and just right way. We also know that it will be more difficult to operate than to discuss in theory, but after all, we have taken a brave step in a good direction.

? The road is coming out, and we firmly believe that we are in Yugan No.1 Middle School, a hot land of "dare to create miracles". Love together, struggle together and keep moving forward!