Study On The "Intangible Cultural Heritage" In History Teaching Of Junior Middle Schools In Sichuan

With the development of science and technology,the methods for junior middle school students to get information become various.Students can also obtain a large amount of information through internet and the like..On one hand,it,from the students view,helps to enrich their knowledge.On the other hand,because the mental development of junior high school students are not yet mature,the ability to recognize and identify things is still in shape.Plus,a great deal of fragmented information makes it difficult for students to correctly identify.At the same time,the "foreign culture" which passes in with the network not only impacts the junior high school students’ cognition,but also affects the Chinese traditional culture.Since the 18 th National Congress of the Party,the CPC Central Committee attaches great importance to the protection and inheritance of the Chinese traditional culture,which called on the community to inherit and protect China’s outstanding traditional culture.Currently,the proportion of China’s outstanding traditional culture in the history of middle school teaching is growing.Intangible cultural heritage which is one of the traditional culture with rich historical and cultural value has gradually been taken seriously.Additionally,it is widely used in the history class in junior high school.Intangible cultural heritage and historical disciplines are inextricably linked.By exploring the "fit point" of intangible cultural heritage resources and history teaching,the "living state" intangible cultural heritage resources are applied into junior middle school history teaching,which is helpful to enrich history curriculum resources in junior high school and promote to cultivate the heritage of intangible culture,cultural identity and inspire appreciation.What is more,it is also beneficial to promote the protection of intangible cultural heritage resources and enhance students’ national cultural self-confidence as well as love for family and country.According to the description of the intangible cultural heritage education in the Convention for the Safeguarding of the Intangible Cultural Heritage,the policies promulgated by the Sichuan Provincial People’s Government have also vigorously advocated and encouraged "the educational institutions,including local intangible cultural heritage in educational content,integrated contents of intangible cultural heritage among relevant courses,or combination with special courses and school-based courses.To carry out educational activities,the students ought to be taught universal knowledge of intangible cultural heritage ".In this article the author will analyze relative cases by learning the experience of protection work in foreign intangible cultural heritage and combining with intangible cultural heritage resources in Sichuan.From the perspective of three dimensions,including national curriculum,local curriculum,school activity courses,this thesis aims to explore to apply Sichuan intangible cultural heritage to the history education in junior middle schools and provide examples for teaching.