Research On The Cultivation Strategy Of Junior Middle School Students’ Home-country Feelings And Qualities Based On Local Geographic Resources

The feeling of family and country is an excellent traditional culture handed down from ancient times to the present in China,and has been endowed with new connotations in the new era.Both the fundamental task of establishing morality and cultivating people proposed by the state and the geography curriculum standards for compulsory education(2022 edition)issued by the state clearly point out the need to cultivate students’ feelings of home and country.In recent years,local geographical resources have increasingly received the attention of experts,scholars,and front-line teachers.How to use local geographical resources to cultivate students’ national feelings and qualities is the purpose of this paper.This article aims to understand the current research status of local geographical resources and home country feelings both at home and abroad through literature review,and explain the concepts of local land,local geography,local geographical resources,home country feelings,and their literacy.At the same time,guided by constructivist learning theory,"living education" theory,educational goal classification theory,and humanistic theory,using literature research methods,questionnaire survey methods,interview methods,and teaching practice methods as the main research methods,this paper analyzes the level of students’ home country emotional literacy and the current situation of teachers using local geographical resources to cultivate students’ home country emotional literacy,and proposes teaching strategies.The main research results are as follows:(1)After conducting a questionnaire survey and interviews with some junior high school geography teachers and students in Nanchang City,the analysis draws the following conclusions: the level of students’ home country emotional literacy needs to be improved,the problems of using local geographical resources to cultivate students’ home country emotional literacy are diverse,the recognition of using local geographical resources to cultivate students’ home country emotional literacy is high,and the prospects of using local geographical resources to cultivate students’ home country emotional literacy are good.(2)Collect and summarize the natural and cultural local geographical resources of Nanchang through books,network resources,visits,and other channels,and compile a list of local geographical resources in Nanchang corresponding to the geography textbooks for junior high schools published by the People’s Education Press.(3)Through analyzing the survey conclusions,consulting relevant literature,and interviewing and exchanging with experts and scholars,four principles and the following five strategies are proposed for using local geographical resources to cultivate students’ national sentiment and literacy: intuition,diversity,emotion,and practicality:clarifying teaching objectives based on curriculum standards;Based on the teaching content,mining the connotation of resources;Presenting local resources and perceiving the feelings of family and country;Grasp the teaching process and generate feelings of family and country;Establish measurement standards and evaluate the feelings of family and country.(4)Based on the research strategy of this article,on the basis of making full use of local geographical resources,a teaching case of "Transportation" in the eighth grade geography volume I of the People’s Education Edition was preliminarily designed and implemented.After class,through questionnaire surveys and exchanges,students and teachers have good feedback on using local geographical resources to cultivate junior high school students’ sense of home country.Through theoretical and practical research,the research conclusion of this article is that using local geographical resources can effectively cultivate students’ home country emotional literacy,increase their cognition,enhance their sense of identity,improve their actions,cultivate their home country emotional literacy,and implement the fundamental task of establishing morality and cultivating people.