A Study On The Application Of Red Cultural Resources In History Teaching In Middle Schools From The Perspective Of Homeland Feelings And Core Literacy

With the further development of the new curriculum reform and the promulgation of new curriculum standards,history teaching has increasingly emphasized the strengthening of the development and utilization of curriculum resources,and emphasized the need to make full use of museums,memorials,archives,patriotic education bases and other resources.Due to its own and objective factors,Guilin possessed relatively rich red cultural resources during the War of Resistance Against Japan.This article takes Guilin as an example,trying to combine middle school history teaching with red cultural resources,and using history teaching to promote students 'awareness of Guilin 's red culture.Understand,enrich the curriculum resources with the use of red cultural resources,enhance students' interest in history learning,and strengthen the cultivation of the core qualities of the "family feelings" of the history discipline.This article is mainly composed of six parts.The first part is an introduction,which discusses the reasons for selecting the topic,the research significance,the current status of domestic and foreign research,the theory and research methods related to the subject.The second part is to elaborate Guilin's rich red cultural resources,which can be used for history teaching in middle schools.The red cultural resources are classified into three categories: material culture,intangible culture,and revolutionary heroes.The third part focuses on the educational value of the use of red cultural resources in history teaching in middle schools,mainly from four aspects: one is to stimulate interest in history learning and implement the essence of quality education;the other is to excavate the connotation of red culture and cultivate national spirit and patriotic sentiment The third is to strengthen the "four self-confidences" and cultivate the successors of the new socialist cause;thefourth is to expand the content and connotation of the history curriculum teaching and promote the improvement of teachers' professional abilities.The fourth part is an analysis of the status quo of the use of red cultural resources in middle school history teaching in Guilin,a questionnaire survey on teachers and students and an analysis of the reasons for the current problems.The fifth part is the main part of the thesis.Discuss the application of Guilin's red cultural resources in middle school history teaching.Firstly,the principles of orientation,integrity,uniqueness,enlightenment,etc.should be observed in the use of red cultural resources in middle school history teaching.Secondly,the strategy is divided into four points: First,based on the teaching practice,the rational use of red cultural resources;Second,strengthen the main awareness of the development of red cultural resources;Third,unite social forces to form a joint force of education;Fourth,the use of red cultural resources,Create a context for history teaching.The last is the implementation path,which is divided into: first,infiltration and use of red cultural resources in conventional history classroom teaching;second,the creation of a second classroom activity on the theme of red culture;third,the use of online resources to build an online red culture The mechanism of education.The sixth part is the conclusion,including the two contents of research gains and research prospects.The innovation of this article lies in the perspective of topic selection,new research content and new research methods.Taking the uniqueness and regionality of the red cultural resources in Guilin as the research perspective,the cultivation of the core qualities of the "family feelings" of the historical discipline is implemented to guide students to focus on reality,Attach importance to the double coordination of classroom inquiry and extracurricular practice activities,in the teaching activities to cultivate the core qualities of students in history and enhance students' learning ability.Due to the relatively few studies on the use of red cultural resources in history teaching in middle schools,and my theoretical foundation is not solid enough,there are still many areas in this study that need to be further improved.In the future study and work will continue to study the theoretical basis In order to provide a reference for this research field.