| Parent-child relationship education is of great significance for harmonious parent-child relationship,gender role shaping,and sound personality formation.As a key period for students' rapid physical and mental development and the formation of values,the middle school stage is a major issue facing the majority of educators in how to give play to the main role of curriculum education and achieve the fundamental task of education for people.As far as Chinese courses are concerned,middle school Chinese not only plays an irreplaceable role in cultivating students' emotions,improving human literacy,and forming correct values because of their clear and strong humanities.Moreover,there are multiple articles in middle school Chinese textbooks that reflect parent-child relationships.The text,which has unique advantages in parent-child relationship education in Chinese teaching in middle schools,is a direct and important way to provide parent-child education for students.This article is to study the text and teaching of parent-child relationship in middle school Chinese textbooks,in order to clarify the text content,layout and teaching research of parent-child relationship in middle school Chinese textbooks,to find out and explore solutions to existing problems.As far as the selection of parent-child texts is concerned,there is a big difference in the number of textbooks for junior and senior high school Chinese textbooks.There are 15 junior middle school Chinese textbooks and only 6 high school Chinese textbooks for human education.The parent-child text distribution is also extremely uneven.For example,there are8 papers in the seventh grade(upper)and only one in the ninth grade(lower);there is no parent-child relationship text in high school compulsory one or two,and four compulsory three.The content of parent-child relationships in middle school Chinese texts is relatively rich and diverse.In terms of family roles,there are mother-children,father-children,ancestors and inter generational relationships;in terms of narrative perspective,there are parent-child relationships in the perspective of memories,parent-child in the perspective of children Relationship,parent-child relationship from an adult perspective;in terms of family harmony,there are harmonious parent-child relationships,complex contradictory parent-child relationships,and apathetic parent-child relationships.In the text selection of parent-child relationship in middle school Chinese,there are some issues such as "parent" and "child" withrelatively single types,incomplete types,uneven distribution of parent-child relationship text,affecting students' reading experience,and lack of age characteristics of parent-child relationship content.Mining text content is not enough,teaching methods are single,and teaching and students' lives are not linked.Aiming at the problems related to the compilation of teaching materials and teaching,in the selection of teaching texts,we should choose to optimize the teaching content and fully tap the parent-child relationship education resources.In teaching,we should base ourselves on the classroom,guide students to understand the parent-child relationship from different perspectives,and carefully set the classroom situation.To allow students to deeply feel the affection;to attach importance to extra-curricular teaching,to understand the situation of students and their parents through writing assignments;home-school cooperation to carry out family education activities to improve parent-child relationship. |
