Based On The Feeling Of Family And Country,the Analysis Of The Exam Questions And The Study Of Teaching Strategies

Family sentiments have been expressed in different forms and characteristics from ancient times to the present,and as a basic connotation of China’s excellent traditional culture,they have always been rooted in the bloodline of the Chinese people.Therefore,the cultivation of family and nation literacy in the subject of history at the junior secondary level is conducive to the establishment of moral education and the cultivation of students’ correct outlook on life and values.As an important basis for educational assessment,the examination questions are also an important supplement to the textbook,and the direction of the questions and students’ performance influence teachers’ teaching and students’ learning,and ultimately affect whether the five core literacies of history can be implemented in actual classroom teaching.Therefore,analysing the history test questions of the 2017-2022 Chinese examination in Tongliao City based on family and national literacy,and proposing reasonable teaching strategies based on the analysis results of the Chinese examination questions and the questionnaire,will help to improve the teaching effectiveness of frontline history teachers and cultivate students’ patriotic feelings,sense of responsibility and national pride.Firstly,this paper compares the development of family and nation sentiment from ancient times to the present day,and uses the academic standards based on the core qualities of student development by Wang Cai and the 2022 history curriculum standards for compulsory education to condense the national identity,humanistic sentiment,social responsibility and topical issues that family and nation sentiment literacy mainly contains.Secondly,a questionnaire survey was conducted on eight junior high school history teachers in Tongliao City,with the aim of "teaching the cultivation of family and nation literacy",and many shortcomings in teaching the cultivation of family and nation literacy were summarized.Based on the direction of the Chinese examination questions and the results of the questionnaire,the questions were proposed to "show the big vision of family and country based on small cuts","set up role models to lead correct values","use contextual method to sublimate humanistic feelings" and "diversify activities".The four teaching strategies are: ’Based on a small point of view,showing a big vision of the country’,’Establishing role models,leading correct values’,’Using contextual approach,enhancing humanistic feelings’ and ’Diversifying activities,expanding multi-directional thinking’.The aim is to shed light on the cultivation of family and nation literacy in the junior history classroom.Finally,through the unified version of history in the first book of the eighth grade,lesson 17,"The Long March of the Chinese Workers and Peasants Red Army" a lesson to learn design,in order to achieve the purpose of education on the feeling of family and country,while practice in classroom teaching,and finally to summarize and reflect on the phenomena that occur in classroom teaching,in order to accumulate experience for future history teaching.