Research On The Cultural Inheritance Of Classical Chinese Teaching In Junior Middle School From The Perspective Of Cultural Psychology

In the actual teaching activities of classical Chinese in junior middle schools,teachers tend to be more inclined to understand and investigate the ontological knowledge of classical Chinese,including explaining classical Chinese characters and words,distinguishing the use of parts of speech,translating sentences,choosing the right theme and so on.Relatively ignored the dissemination of traditional culture.With the implementation of the unified edition of textbooks,the number of articles in classical Chinese has increased and the cultural significance has become more profound.Teachers are faced with students who have grown up in the historical background of the Chinese nation and have their own unique psychological characteristics.Therefore,it is crucial to explore the cultural inheritance of classical Chinese teaching from the perspective of cultural psychology.This paper consists of five parts.In the first part,the origin,the problem,the significance,the present situation,the innovation and the method of the research are systematically described.The second part defines the related concepts,including two core concepts of cultural psychology and cultural inheritance,and Outlines the teaching basis and teaching value.The third part integrates and analyzes the composition of traditional culture of classical Chinese teaching in the unified edition of junior middle school,and focuses on the three cultural dimensions contained in the selected texts of classical Chinese.People and nature,that is,the attitude of the ancients towards the relationship between man and nature.Self-cultivation,that is,the smelting of individual spiritual character.National feelings,that is,the individual's identification with society and the country.Among them,people and nature including love of nature,harmonious coexistence,self-cultivation including heavy morality,seeking for wisdom and harmony,national feelings including filial piety,care for the world.The fourth part discusses the cultural inheritance status and problems of classicalChinese teaching in junior middle school from the perspective of cultural psychology.On the one hand,this is due to unclear analysis of students' cultural psychology by teaching objectives,inadequate understanding of students' cultural psychology by teaching methods,and insufficient attention to students' cultural psychology in teaching evaluation.On the other hand,this is due to the weak awareness of cultural inheritance under the influence of authoritative thinking,and the lack of interest in learning classical Chinese under the influence of fear.The fifth part puts forward three specific strategic Suggestions.First,cultural observation strategy,that is,pay attention to the cultural characteristics of classical Chinese teaching: conduct teaching design based on the dynamic development of culture,select teaching methods based on the traditional "learning" culture,and optimize teaching evaluation based on the maintenance of cultural ecology.Second,psychological observation strategy,that is,pay attention to students' emotional needs: coordinate the strong and weak relationship in classical Chinese teaching,and cultivate the personality in emotional resonance.Third,self-improvement strategy,teachers want to teach classical Chinese must improve cultural literacy,enhance the psychological foundation.The purpose of this study is to explore how to carry forward and inherit the excellent traditional culture more efficiently in the teaching of classical Chinese in junior middle schools from the perspective of cultural psychology,so as to provide some references for junior middle school Chinese teachers.