Strategies For Implementing "Cultural Heritage And Understanding" In High School Literary Teaching

The General High School Language Curriculum Standards(2017 Edition)clarifies that the core literacy of language subjects mainly includes "language construction and use," "thinking development and enhancement," "aesthetic appreciation and creation," and "cultural heritage and understanding." "Cultural heritage and understanding" four aspects.and put forward that one of the curriculum objectives of the language subject is "through learning to use the motherland’s language and script,to appreciate the profoundness and longevity of Chinese culture,to appreciate the core ideology and humanistic spirit of Chinese culture,to enhance cultural confidence,to understand,identify with and love Chinese culture,and to inherit and carry forward the excellent Chinese traditional culture and revolutionary culture." Thus,it is clear that understanding and inheriting excellent Chinese traditional culture is a key ability that high school students must develop,and it is also a responsibility that the language subject should take up.The literary texts selected in the textbooks are representatives of the classical works of Chinese traditional culture,and they are also the direct way for students to learn from the excellent Chinese traditional culture.Therefore,every language teacher should consciously make it their teaching mission to pass on the excellent Chinese traditional culture in their language teaching.However,in today’s front-line teaching,teachers’ traditional cultural literacy varies,the teaching method of literary language is old-fashioned and single,the organization of literary language classroom is difficult to mobilize students’ enthusiasm and participation,and students’ learning goals of literary language remain in the mastery of grammar,translation and other test-taking knowledge of literary language,and the goal of cultural heritage is difficult to be truly implemented.This paper takes the strategy of implementing "cultural heritage and understanding" in high school literary language teaching as the research object,based on the General High School Language Curriculum Standards(2017 edition),analyzes the problems and reasons in the current front-line teaching through literature reading,teaching case studies,questionnaire surveys,and combines " The study also combines the theories of "humanistic Chinese language" and "personality education",and focuses on "in-depth interpretation of literary works","rational use of new media technology","cultivation of students’ sound personality",and "the development of the Chinese language".In addition,we will discuss the teaching strategies for implementing "cultural heritage and understanding" in the classroom by taking into account the theories of "Chinese humanities" and "personality education".The"in-depth interpretation of literary works" emphasizes that the teaching of literary texts should be based on the text,taught thoroughly and realistically,and should not be superficially translated;the "reasonable use of new media technology" emphasizes that the organization of the literary classroom should serve the teaching content,and should not blindly pursue lively and novelty;the "cultivation of students’ integrity"emphasizes that the classroom should be organized in a way that serves the teaching content.The "reasonable use of new media technology" emphasizes that the organization of the classroom should serve the teaching content and not blindly pursue lively and novelty;"cultivating students’ sound personality" emphasizes that students should not only be satisfied with the mastery of literary knowledge in the classroom,but also be good at absorbing the power of excellent traditional culture and cultivating their own sound personality.In short,students should be confident and happy in their understanding and transmission of culture in the classroom.