Cultivation Of Secondary School Students’ Family Sentiment Based On Local History Resources

Since the new curriculum reform,new changes have emerged in the teaching mode of middle school history curriculum accordingly.In order to meet the requirements of the new curriculum reform,the development and application of local history resources have received much attention in the teaching of middle school history.The integration of local history textbooks,one of the important forms of local history resources,into junior high school history classrooms will undoubtedly help open up the horizons of secondary school students in the new era,promote their all-round development,and more importantly,help cultivate students’ family and nation literacy.In May 2020,Xinjiang Education Publishing House published the《 Concise Xinjiang Local History Reader》(Secondary School Edition),a vernacular textbook for learning local history for middle school students in the Xinjiang region.The textbook focuses on the history of the Xinjiang region in terms of history,ethnicity,culture,and religion,with the central thread of China as a multi-ethnic,grand unified country,and forms an organic combination with the unified version of Chinese History.This paper focuses on how to combine the Xinjiang secondary school edition of the local history textbook,A Concise Reading Book of Local History of Xinjiang,with junior high school history teaching.Exploring the problems in its teaching implementation and proposing strategies and suggestions for solving them,as well as how to use the 《 Concise Xinjiang Local History Reader 》 to cultivate students’ national sentiments are the main issues explored in this paper.This paper consists of the following parts:First,the importance of integrating the textbook into junior high school history teaching is argued in terms of both the value and feasibility of implementing the 《Concise Xinjiang Local History Reader》 textbook.With the continuous development of the new curriculum reform,local history curriculum resources have attracted much attention.Through the local teaching materials,for example,the local history textbook 《Concise Xinjiang Local History Reader 》 in Xinjiang region,it is of great value and significance to enlighten students to cultivate the emotion of loving their hometown and their motherland through learning about their hometown.In the Xinjiang regional Chinese examination,the total score of history is 75 points,of which Xinjiang local history accounts for 8 points,accounting for more than 10%.In this paper,we sort out the textbook 《Concise Xinjiang Local History Reader》with the unified "Chinese History" textbook,and organize the historical resources of Xinjiang local history applicable to junior high school history teaching,so as to better accomplish the teaching objectives,which is of great practical significance.The second part is a survey and analysis of the current situation of using the 《 Concise Xinjiang Local History Reader 》 in junior high school history classroom teaching.In order to understand the current situation of secondary school students’ knowledge and mastery of their hometown’s local history and culture,the possibility of integrating the 《Concise Xinjiang Local History Reader》 with the Ministry of Education’s version of secondary school history teaching is argued.Data are compiled in the form of questionnaires for ninth-grade students in the junior high school of the First Middle School of Altai City,where I teach,and problems are identified from the questionnaires in order to pave the way for the following actionable suggestions for the problems found in the questionnaires.The third part discusses the problems found in the middle school history classroom after incorporating the《Concise Xinjiang Local History Reader》,and the role of teachers in using this textbook in the middle school history classroom to facilitate the cultivation of students’ sense of home and country.Finally,through specific cases of teaching practice,the paper hopes to realize the interface between the 《Concise Xinjiang Local History Reader》 and middle school history teaching,and proposes actionable suggestions in the light of one’s own teaching experience.