Research On Teaching Texts Of Revolutionary Tradition Education Of Unified Chinese Textbooks In Junior High Schools

Revolutionary tradition text carries a rich connotation of the spirit of China’s revolutionary history,and its thematic ideology is in line with the fundamental task of establishing moral education for people,which is increasingly valued by the language education sector.The language curriculum standards strongly advocate the spirit of revolutionary traditions,and the number of topics on revolutionary traditions in language textbooks has increased year by year,reflecting the importance the state attached to such topics.However,in front-line teaching,The facts that teachers lack differentiation in teaching revolutionary tradition education,students lack understanding of the history of the Chinese revolution and the teaching objectives of emotional value construction completes badly are fundamental reasons that limit the realization of the value of teaching this theme.On the basis of a thorough analysis of the characteristics of the selected texts on the theme of revolutionary tradition education,and taking into account the curriculum standards,the school situation and other factors,an in-depth student questionnaire survey and teacher interviews were conducted using first-hand data from the teaching site to conduct thematic research on the relevant issues.The findings show that students have a vague grasp of their own learning,and that they have a strong motivation to learn,but a poor grasp of the textbook.At the teacher level,there is a lack of integration of textual resources and a lack of in-depth exploration of teaching objectives.Those problems disclosed in findings are to be solved.In response to the problems revealed,the thesis proposes strategies for improvement in three areas.The first one is to "create a perceptual context and empathize with the text".The core reason for the teaching dilemma is the gap between time and space.This strategy draws support from the scientific use of Internet resources and multidisciplinary cross-fertilization to mobilize students’ multisensory experience and increase their multidimensional knowledge base,so as to improve their empathy.Secondly,the strategy is to "criticize the text into reason and implement differentiated reading teaching method".Reading is a fundamental part of language teaching,Based on the characteristics of selected texts,teachers should study how to differentiate teaching in an orderly manner from the perspectives of different textbook genres and class arrangements.The third one is to "enrich teaching forms and practice feeds cognition".The study of language activities within and outside the school will help to realize the "big language" education of the revolutionary tradition.Finally,in order to test the feasibility of the strategy,the thesis is combined with the practice of educational internship,using the texts Lao Shan Boundary and The Oath of the Land as models,to design the teaching and make the necessary reflections.