A Study Of Strategies For Telling The Chinese Story In Teachingthe Philosophy And Culture Module In Senior Secondary Civics

Telling the Chinese story well is an important manifestation of adhering to the "four self-confidences" in the new era.At the 2019 Symposium for Teachers of Ideological and Political Theory Courses in Schools,General Secretary Xi Jinping explicitly asked teachers of Civics courses to "tell the Chinese story well" and also asked that "not only teachers tell it,but also students should organise themselves to tell it".Since 2013,Xi Jinping has repeatedly explained on different occasions the need to tell the Chinese story well,personally demonstrated how to tell the Chinese story well,and proposed criteria for telling the Chinese story well,such as "telling the facts,telling the images,telling the emotions,and telling the truth","telling it deeply,telling it thoroughly,and telling it vividly " and so on.The Chinese story includes both traditional Chinese stories and modern Chinese stories,and can also be divided into several categories according to values,such as the story of national rejuvenation,the story of Chinese culture,the story of peaceful development,the story of the new era,and so on.The purpose of telling the Chinese story is to grasp the right to speak,to cultivate the "four self-confidences",to pass on the Chinese spirit,to gather Chinese strength and to solve the problem of China being "scolded".Senior secondary Civics classes are particularly constructive in telling the Chinese story to young students,transforming theoretical knowledge into theoretical stories and contributing to the great rejuvenation of the Chinese nation.The Philosophy and Culture module is one of the most important elements of senior secondary Civics that requires good storytelling about China.On the one hand,the complex connection between its abstract content and the reality of history and culture,and the cultivation of the humanistic and innovative spirit of its students,all require teachers to innovate their teaching mode and adopt the teaching method of telling the Chinese story.On the other hand,the Chinese story also provides a wealth of quality teaching resources for the teaching of the Philosophy and Culture module,providing conditions that enhance the appeal of teaching and the teacher’s mission.The fundamental guarantee of telling the Chinese story in high school Civics is the orientation to the values of historical materialism,the fundamental principle of seeking truth from facts,and the methodological basis of the Marxist inculcation wheel.To tell the Chinese story well in the new era,it is necessary to follow the educational concepts of the "Big Civics Course",the integrated construction of large and small Civics courses,and the narrative teaching method,and uphold the narrative logic of telling facts,images,emotions and reasons,so as to build a foundation with facts,set the tone with images,emote people with emotions and turn them into people with reasons.According to the analysis of the survey and interview data,the current problems of telling Chinese stories in the teaching of the Philosophy and Culture module of the high school Civics class are that students’ satisfaction needs to be improved,the way of telling is relatively homogeneous,the form of expression is relatively boring,the selection of story materials is inappropriate and not many stories are communicated,etc.The reasons for this are that teachers’ narrative skills are not strong,there is path dependence in the selection of materials,the personalised and active design of the teaching method is insufficient and the teaching environment The teachers’ narrative skills,the path of choice of material,the lack of personalised activities and the negative influence of public opinion on the teaching environment.In order to solve these problems,it is necessary to reconstruct the narrative system in an unconventional way,to redesign the "issue line","problem line" and "story line" of the story,to make full use of modern technology and the art of narration,and to combine direct and indirect experience.We must make full use of modern technology and the art of storytelling,combine direct and indirect experience to fully explore and extensively accumulate Chinese storytelling resources,build an activity-based subject curriculum,and teach through the small classroom of Civics to the large social classroom in the form of labour and practical teaching.In the actual teaching design process,teachers should also transform from weak lecturers to strong narrators,allocate story content reasonably according to the teaching objectives,and make it consistent with the "topic line","issue line" and "story line"."In the actual teaching design process,the teacher should be transformed from a weak lecturer to a strong narrator.