A Study On The Teaching Of Selected Articles Of Chinese Places Of Interest And Culture In Middle School

As one of the essence of Chinese civilization,the culture of place of interest occupies an important position in the historical corridor of Chinese literature.China is also a multi-ethnic country with a vast territory and rich tourism resources.Among them,natural scenery,cultural heritage,historical sites and folk customs are included in the materials of the Ministry compiled school and the people's Education Edition senior high school as Chinese curriculum resources.In these two editions of textbooks,the number of selected articles of scenic spots and cultures accounts for about one fifth of the total length of the text.The truth,goodness and beauty and the history and culture contained in these articles are the necessary spiritual food for modern middle school students to learn.However,in the previous studies,most of them focused on the research of "landscape travel notes",few of them were involved in the research of the teaching of scenic culture,and such articles were not paid enough attention to in the real Chinese teaching,especially in the current Chinese education,which paid great attention to the improvement of students' Chinese core literacy,so they tried their best to explore the cultural heritage selected from the school Chinese textbooks This can not only activate pupils' interest in Chinese learning and heighten their love for the great rivers and mountains in China,but also play an important role in the aesthetic significance of scenic cultural articles in actual teaching and cultural heritage,which is benefit to the foster of middle school pupils' Chinese core literacy and the boost of pupils literacy.There are three parts in this paper: the first part is the introduction,which explains the concept of "scenic spot" and "scenic spot culture";the second part analyzes the research status of "scenic spot culture","landscape travel notes" and its application in Chinese teaching in middle school,and finds that there are few researches on "scenic spot culture","famous culture and Chinese teaching",most of which are related to "tourism" Travel literature and travel notes teaching,etc.most of the research focuses onthe description of natural landscape,neglecting the study of human landscape and historical culture.Therefore,the paper wants to make up for the blank of predecessors in the teaching and research of cultural selection of scenic spots.Then,combined with the specific requirements of Chinese curriculum standards,this essay account the study meaning of the paper,then makes a brief introduction to the content and framework of the paper,and finally present the discuss measures used in the paper.The next part is the main body,which is also the theme part of the paper.There are three section.The first part,beginning in the classification of tour natural and the concept of scenic spots,sums up and sorts out all the selected articles of scenic spots in the Chinese teaching materials of middle school in the form of tables.According to the tables and texts,it analyzes the characteristics of the selected articles of scenic spots and cultures in the Chinese teaching methods of junior high school and the Chinese teaching methods of senior high school in terms of the number of items,the arrangement of units,the reading aid system,the dynasties and the learning situation of the selected articles.The purpose of this classification is to enable students to enhance their aesthetic ability in the appreciation of natural scenery,and to experience the profundity of Chinese traditional culture in the excavation of human landscape.In the second chapter,according to the survey of the education condition of the middle school teachers and students,the writer summarizes the problems existing in the actual teaching,such as the teachers' isolated text characteristics,the students' lack of interest,the teachers' failure to grasp the text characteristics,the lack of certain writing guidance,and the lack of targeted and interesting teaching methods.The third chapter puts forward five reading teaching strategies and three writing teaching strategies.The third part is the conclusion of the paper,which puts forward the innovation and shortcomings of the paper,and emphasizes the practical significance and value of the research again.