A Study On The Education "Native Land" In Language Teaching In Middle School Centered On The Folkway Materials

The traditional culture of the china has a long history.Nowadays,the globalization and diversified integration not only determine the great significance of inheriting and carrying forward the traditional culture of the nation,but also brings new and challenging problems to our country.There is no doubt that each culture has a dual mission in front of these new issues: it is united force internally;it is also the power of independence and difference for external.Only by vigorously carrying forward the excellent national traditional culture can we enhance the recognition of the national culture,and thus better occupy a place in the development of the world culture.Local culture is part of China's excellent traditional culture.Today,with the development of modernization,the term "homeland" refers not only to his hometown but also includes people's recognition and watch over their spiritual homeland.The implementation of "local emotions" education is of great value to the independence of the nations of the world,the consolidation of the national spirit,and the inheritance of excellent culture.Contemporary Chinese teachers should stick to the role of inheritors,transmitters,and promoters of traditional ethnic culture.Culture is the home of teachers and national traditional culture is the root of teachers.Contemporary Chinese teachers should take the responsibility of teaching and educating people as their responsibility and cultural heritage.A comprehensive understanding of the ever-growing Chinese traditional culture is a fundamental prerequisite for teachers to fulfill their cultural mission.Language is an important medium for implementing "local emotions" education.In the face of today's colorful and complex cultural background and rapid development of urbanization,the cultural mission of contemporary Chinese teachers is not only the inheritance and development of their own culture,but also the special culture they possess through the process of educational activities.Ways to play a role in shaping and moulding students.This paper first raises questions,summarizes the research significance of “local emotions” education,and defines the concept to analyze the connotation of“local emotions” education and the relationship with “folk” culture.“Folklore” is an important component of rural resources.It is the crystallization of group wisdom.Taking "folk" cultural materials as the center,it analyzes and analyzes the "local" and "folk" resources in the Chinese textbooks for teachers' middle school,and based on the teacher's neglect of the "local" "folk” factor in the text and the lack of awareness of the" local "" folk” writing resources.The status quo of teaching,thus studying the implementation process of the “local emotions” education in middle school Chinese language,that is,in the three stages of reading teaching initiation,development,and end,the rational development and utilization of “local” and “folk” resources will arouse students' interest;Deeply stimulate student resonance,internalize into emotions,externalize into words,and achieve writing migration.Third,in the evaluation and participation,the formative assessment is the main,and the evaluation form is designed to consolidate and sublimate the "local feeling".In this way,the “three-pronged approach”deepens the sense of belonging and reinforces the consciousness of the neighbors.Students are no longer unfamiliar with the country's native customs,remembering the accent,remembering the homesickness,and responding to the needs of the times while completing cultural heritage.