Research On The Teaching Of “Traditional Culture In The Comprehensive Study Of Middle School Language In The Ministry Of Education

Since the 18 th National Congress,General Secretary Xi Jinping has repeatedly emphasized that in order for the Chinese nation to stand in the world,it must strengthen the inheritance and development of excellent Chinese traditional culture.The Ministry of Education’s junior high school language textbooks divide integrated learning into three categories: traditional culture,language life and social reality,and the "traditional culture" category can effectively transmit the excellent Chinese traditional culture.In this study,we aim to investigate the value of the "traditional culture" section in the junior high school comprehensive study of the Ministry of Education,and then propose teaching strategies.Based on the current situation of teaching of "traditional culture" in the comprehensive study of junior high school language,this study will use literature analysis,textbook analysis,questionnaire survey and case study method to investigate.The first chapter mainly discusses the advantages,importance and feasibility of the "traditional culture section" of the Ministry of Education’s comprehensive language learning in junior high school,and its results can be used as a basis for research.The second chapter focuses on the analysis of the teaching materials of the "Traditional Culture" section of the Ministry of Education’s comprehensive study of junior high school languages.Firstly,we analyze the ideology of the Ministry of Education’s language teaching materials,which is to "establish morality and educate people";Secondly,from a macro perspective,we will explore the purpose,form and ability development points of the "traditional culture section" of the comprehensive study of junior high school language in the Ministry of Education;Finally,from a microscopic point of view,we can explore the teaching values of patriotism,dealing with the world and cultivating oneself in the "traditional culture section" of the comprehensive study of junior high school language in the Ministry of Education.The third chapter explores the current situation of teaching "traditional culture" in integrated language learning.Students’ level: lack of cultural background,single way to understand culture,lack of analysis of materials before the activity,weak sense of subjectivity during the activity.Teachers’ level: low cultural literacy,inadequate preparation,old teaching methods,and single evaluation.The four chapter focuses on the teaching strategies of the "traditional culture section" of the comprehensive study of the junior high school language in the Ministry of Education version,which focuses on three aspects: enhancing cultural heritage,optimizing activities,and improving teaching evaluation.