Research On The Current Situation And Countermeasures Of Chinese Folk Culture Teaching In Primary And Secondary Schools ——Take Changzhou Y Primary School As An Example

Chinese excellent traditional culture is the soul and spiritual core of our country and our nation.Folk culture is an important part of Chinese traditional culture,so how to make China's excellent folk culture glow with the vitality of the times is a problem that communicators need to think about.Chinese education is inextricably linked with culture,and the compulsory education Chinese curriculum standards also reflect the emphasis on excellent traditional cultural education.Primary school students are in the basic and critical period of physical and mental development,and all aspects have great plasticity,which requires Chinese teachers,one of the communicators,to constantly think how to teach folk culture.Therefore,this paper takes the teaching of folk culture in the high school years of primary school Chinese as the research object,and on the basis of rational thinking on the definition of core concepts,the theory of situational teaching,and the concepts and requirements of the teaching of folk culture in modern teaching reform,it goes into the first-line teaching platform,taking Y Primary School in Changzhou City as an example,it mainly uses classroom observation method,interview method,questionnaire survey method to investigate and research the current situation of Chinese folk culture teaching in primary school.Based on the classification of different folk cultures in the high school years,observe the manifestations of the classroom,and combine the questionnaire survey and interview methods to investigate the teaching goals,teaching principles,teaching strategies and methods,classroom evaluation,and resource expansion of the school's high school folk culture.Through the analysis of the current situation and summarizing the experience,it is found that the primary school Y adopts different ways of creating situations for different types of folk culture,such as role experience situation,picture reproduction situation,music rendering situation,life display situation,language description situation.At the same time,some deficiencies were also found,mainly in terms of academic conditions,such as insufficient accumulation of students' folk culture and lack of popularization of school folk culture activities;in terms of teaching design,such as the penetration of folk culture content is less,the teaching concept of folk culture assignments is not strong,and extracurricular resources are not fully developed and utilized;in terms of teaching implementation,if not all adhere to the principle of combining learning and experience,the way of situation creation is not rich enough,and the evaluation subjects and methods are not diversified enough.The reasons for the problems are analyzed,which are reflected in the three aspects of teachers,students and social support factors.After analyzing the status quo,deficiencies and reasons,put forward countermeasures:first,the countermeasures based on learning situation include exaggerating the environment to cultivate folk culture sentiment,popularizing courses to enrich folk cultural activities,and parent-child communication to accumulate folk culture knowledge;second,the countermeasures based on teaching design include increasing the content of folk culture,enhancing the teaching concept of folk culture assignments,citing extracurricular folk culture resources,and providing opportunities for folk culture training;Third,the countermeasures based on teaching implementation include adhering to the principle of combining learning and experience,flexibly creating colorful situational teaching methods,and enriching evaluation subjects and methods.Thus,it can effectively promote the development of folk culture teaching and Chinese education in Y primary school in Changzhou City,and has important enlightenment for the whole basic education folk culture teaching.