Investigation And Research Of The Knowledge Of Intangible Cultural Heritage In Middle School Language Teaching Materials

Intangible cultural heritage is called "the active culture gene bank",it is the crystallization of national spiritual culture,it's a source that to increase patriotism,national identity,cultural self-confidence. Intangible cultural heritage is non- renewable cultural resources,we need to protect and inherit it.Also, the preservation and inheritance of intangible cultural heritage need education,it is written into the basic education system is an important way of the preservation and inheritance of intangible cultural heritage.The nature and development of the Chinese course determines the possibility and necessity of entering the textbook,with investigation statistics,at this stage Our middle school language teaching materials lack of knowledge of intangible cultural heritage,it has dispersed the contents and lack of systemic.Junior middle school language teaching materials and high middle school language teaching materials by people's education pres are the respondents of this article,combing the knowledge of intangible cultural heritage in middle school language teaching materials and analyzing its defect ,on that basis,according to their writing requirements for middle school language teaching materials in China,making some useful suggestions for the selection of knowledge.Firstly,in the introduction,this part will summarize the basic knowledge of the intangible cultural heritage and educational heritage.Chapter one of the paper,according to the essence and basic notion of middle school's Chinese course,this part will explore the relationship between Chinese course and intangible cultural heritage,it will prove the inevitability of intangible cultural heritage into the Chinese curriculum.Chapter two of the paper analyzes the knowledge of national intangible cultural heritage in junior middle school language teaching materials and high middle school language teaching materials by people's education pres and summarize the problems by statistical analysis method and comparison analysis method.In chapter three of the paper,it will explore the principles of selecting and compiling the knowledge of intangible cultural heritage in middle school Chinese language teaching materials from social needs, health and mental health concerns of middle school students, Chinese course standard requirement,the needs of educational practices.Finally,according to the written requirement of middle school language teaching materials in China,chapter four of the paper will attempts to make some useful suggestions for junior middle school language teaching materials and high middle school language teaching materials to selecting and compiling the knowledge of intangible cultural heritage,from the model, unit settings, after-school exercises, notes and tips, illustrations,integrated activities level,appendices.In a word,there is an effective way that intangible cultural heritage is written into middle school language teaching materials of the preservation and inheritance,and it is also an important direction for the development and improvement of Chinese language courses in middle schools, intangible cultural heritage will inject new vitality into the textbook.But,there are many problems that intangible cultural heritage is written into middle school language teaching materials.