Research On Folk Customs And Teaching Strategies In High School Chinese

In recent years,the promotion of Chinese traditional culture has become increasingly popular.Various localities have gradually carried out various discussions on traditional culture and achieved certain results.However,it seems that they have forgotten from the source and have neglected or even avoided folklore in various teaching activities.The development of teaching.Chinese education is also a cultural education.As a part of culture,folklore needs to be respected and cherished by educators and needs to be treated with kindness.For middle school students whose cognitive level is at a critical stage of development,middle school Chinese education,especially high school Chinese teaching,does not use the existing conditions to fully teach folk culture when the folk culture resources are relatively rich in textbooks.This paper starts with the presentation of folklore content in the high school Chinese textbooks of the People's Education Publishing House,and discusses the folklore teaching situation,problems,causes and improvement strategies involved in the Chinese class.The first chapter of this paper discusses the meaning and method of selecting topics.The second chapter starts with the textbook of high school Chinese textbooks,and introduces the folklore in high school Chinese textbooks.It is found that the popular texts account for a high proportion of the total articles and the resources are quite rich.In addition,not only in the textbooks of the People's Education,but also in the teaching materials of the Jiangsu Education and Taiwan Hanlin editions,there is a certain proportion of support.The third chapter mainly explores the current situation of teaching from the obvious points and problems,and summarizes the problems as the lack of knowledge of teachers and students,the lack of teachers' attention,and the lack of motivation of students.Later,the authors form part of the cause of the teacher's opinion,and then add the cause of the problem from the macro level.The cause of the problem is closely related to the examination system,class treatment,teachers' incomprehension and social indifference.The fourth chapter focuses on the problems mentioned in the third chapter,combined with the cause analysis,proposes improvement strategies from the perspective of educators themselves,school support and practical teaching,emphasizing the transformation of teachers' thinking and the significance and importance of schools supporting folklore teaching and carrying out related activities.Sexuality,more emphasis on the language teacher in the actual teaching process,the rational use of "speaking with the text-special answer-independent inquiry-results feedback" spiral rising mode.It is intended to provide some reference for the school,and provide some help for Chinese teachers to correctly treat the inheritance and acquisition of folk culture,with a view to improving the current situation of the marginalization of folk culture content in the high school Chinese curriculum and ensuring the educational function of folk culture.