Introduce The Practice And Exploration Of Dialect Cultural Resources Into The Chinese Teaching Of Junior High School

Since the national promotion of mandarin,mandarin has become the common language of the whole nation,and speaking mandarin has become the trend of the times.But because our country is a multi-ethnic and multi-dialect country,many local dialects carrying important culture have gradually withdrawn from the stage of daily communication and communication,even no one inherits,and face the situation of dying out,which is a great loss to the cultural diversity of the nation and even the world.In this context,the state carried out a "language protection project" to rescue endangered dialects,preserve precious materials,and provide feasibility and rationality for mandarin and dialect to go hand in hand.As a combination of instrumental and humanistic Chinese curriculum,it can build a bridge between mandarin and dialect.But in the present classroom teaching,there are few cases of teaching in dialect,because speaking mandarin has been deeply rooted in the hearts of the people,mandarin is also an indisputable teaching language.Therefore,the author tries to explore the point of convergence between mandarin and dialect,take mandarin as the teaching language,and take Fangze as a curriculum resource to embody in the classroom,and study the relationship between dialect and mandarin.This article takes "junior middle school language curriculum standard" and the student development core accomplishment as well as the linguistics related theory as the theoretical basis,takes the literature method,the questionnaire survey method and the interview method as the research method,the main body divides into five parts.The third part is a questionnaire survey on the introduction of dialect culture resources in Chinese teaching in junior high school,which mainly includes the design purpose of the questionnaire Principles and main content.The fourth part is the questionnaire survey data analysis,including the analysis of students and teachers.The conclusion of the questionnaire is that the students are interested in introducing dialect cultural resources into junior middle school Chinese teaching,teachers need to work hard,and ideas need to be changed.The fifth part is the way,strategy and case analysis of introducing dialect culture resources into junior middle school Chinese teaching.The strategy mainly aims at the question of what kind of dialect cultural resources andhow to choose in the national curriculum,the local curriculum and the school-based curriculum,and follows the principles of ownership,systematization and systematization,local conditions,moderate development and gradual progress.Finally,the author The introduction of dialect cultural resources in junior middle school Chinese teaching provides specific cases,which are presented in the form of teaching plans.