Research On The Implementation Of Revolutionary Culture Education In Chinese Class Of Senior High School

In accordance with the requirements of the Education Law of the People's Republic of China to inherit and promote revolutionary culture,to promote the integration of revolutionary culture and high school language teaching,and to give full play to the unique advantages of the language subject of "educating people through literature",is to meet the needs of the development of the new era,and is in line with the fundamental task of language education of "establishing moral education for people"."The fundamental task of language education is the same.However,in actual teaching,there are problems such as insufficient implementation of the teaching requirements of revolutionary culture,poor learning effect of students,and incomplete teaching and research assistance in schools.This paper analyzes the principles,themes,and contents of teaching revolutionary culture in high school language in the context of the General High School Language Curriculum Standards(2017Edition Revised 2020)(the Standards)and the unified high school language textbook,investigates and analyzes the problems and causes of teaching revolutionary culture in high school language from three aspects: teachers,students,and schools,and proposes improvement strategies and designs specific implementation plans for the problems.The introduction,which describes the origin of this paper,the significance of the research,the research method and steps.Revolutionary culture is defined,and the connotation of revolutionary culture and its connection with Chinese excellent traditional culture and advanced socialist culture are clarified.The meaning and realization mode of revolutionary culture in high school language teaching are analyzed on the basis of literature combing to lay the foundation of this paper.Chapter one,an overview of revolutionary culture in high school language teaching.Based on the guiding documents of the Ministry of Education and the Curriculum,the requirements of teaching revolutionary culture in language are indicated,and the themes and contents of teaching revolutionary culture in high school language are clarified by combining the analysis of the selected articles of revolutionary culture in the unified high school language textbooks.Through comparative analysis,the similarities and differences between teaching revolutionary culture in language subjects and other subjects are clarified.In the second chapter,some high schools in L County,D County,and H City of Anhui Province were selected as research subjects to investigate the current situation of implementing revolutionary culture in high school language teaching in the form of a questionnaire.The survey found that teachers have insufficient professional knowledge of revolutionary culture,insufficient implementation of the requirements of the Curriculum,and obsolete experience guiding the teaching of revolutionary culture in the implementation of revolutionary culture.Students have problems such as insufficient motivation,poor habits and biased interests in implementing revolutionary culture learning.There is room for improvement in teaching and research management,software and hardware facilities and social practice development in high schools.In the third chapter,based on adequate research and combined with the study of teaching theory,corresponding improvement strategies are proposed for the problems found in the research from teachers,students and schools respectively.For teachers to implement the teaching of revolutionary culture,improvement strategies are proposed in three major aspects: upgrading the professionalism of all high school language teachers in revolutionary culture,implementing the requirements of teaching revolutionary culture in the Curriculum,and keeping up with the times in teaching revolutionary culture;for students to implement the learning of revolutionary culture,strategies are proposed in three dimensions: enhancing motivation,stimulating interest,and developing habits.For schools,strategies are proposed to systematize teaching management,improve campus facilities and contact social resources for practice.In the fourth chapter,on the basis of the proposed strategies,two cases of Mao Zedong's works and "writing stories of revolutionary heroes" are designed to further explain the application of the improved strategies in terms of text teaching and practice,aiming to provide some reference for high school language teachers to implement the teaching of revolutionary culture and promote the improvement of revolutionary culture teaching.The concluding remarks summarize and reflect on the research of this paper,and make an outlook on the shortcomings of the research.Due to the lack of knowledge,insight and teaching experience,the scope of problem interpretation needs to be further expanded,and there is still room for refinement in the depth and breadth of research.