A Study On The Application Of Non - Material Cultural Heritage Resources In Middle School Chinese Teaching In Liaoning

Intangible cultural heritage resources are not only our spiritual wealth but also a kind of teaching resources. The relevant state policies and regulations also encourage and support educational institutions involving the intangible cultural heritage in teaching programs and teaching content. " The overall goal of “Senior Chinese new curriculum standards" requires both teachers and students to understand the profound Chinese culture, absorb the essence of national culture in the language learning process. Liaoning Province is an important province of China’s ethnic minority in the north, which has a wide range of distinctive regional characteristics of intangible cultural heritage resources. This article is the combination of Liaoning Intangible Cultural Heritage and the Chinese teaching, focusing on the application of Liaoning’s non-material cultural heritage resources in language teaching.Combined with the "ordinary high school language new curriculum standard", and under the guidance of some relevant theories, such as constructivism theory, meaningful accepting study, using the method of questionnaire investigation, informal discussion, literature research, observation and other research methods, we made some investigations about the current situation of Liaoning province non-material cultural heritage resources in Chinese teaching. This paper shows the problems and explores the effective measures to enable students to understand Liaoning intangible cultural heritage through language lessons, train the "cultural consciousness”.The full text is divided into six parts, as follows:The introduction part. It mainly introduces the research background and research meaning about the application of the Liaoning province non-material cultural heritage resources in middle school Chinese teaching and also explains the involved research r issues, the theoretical basis as well as the research methods.The first chapter is an overview of the intangible cultural heritage, it mainly based on the definition and classification of Liaoning Province intangible cultural heritage to analyze and summarize its characteristics.In the second chapter, we explain the application status of the Liaoning intangible cultural heritage resources in Chinese teaching.This chapter is mainly about two sets of questionnaire associated with Liaoning province non-material cultural heritage and Chinese teaching, in view of the teachers and students of the second high school of Lushunkou, the no.7 middle school and the no.19 middle school of Pulandian, the no.27 middle school of Wafandian. After recycling the questionnaire we analyzed the survey results by SPSS17.0 data processing.The third chapter mainly talks about the problems and the causes of the intangible cultural heritage resources in language teaching. Focuses on analyzing the existing problems on teachers, students, schools, parents and the problems existing in other aspects of teaching materials, it is concluded that the cause of the problem is mainly a restricted by "exam-oriented education" system, lacking of learning consciousness, intangible cultural heritage content, school related courses, parents’ ignorance and so on.The fourth chapter focusing on Liaoning intangible cultural heritage resources and exploration strategies in language teaching and mainly aimed at propose from the aspects of schools, teachers, parents and administrative departments. At the same time, some practical measures are provided separately according to writing instruction, text instruction, reading instruction, class meetings thematic competitions and so on.Chapter V is about the effect test on application of the intangible cultural heritage resources in language teaching. This chapter mainly objectively analyzed the application effect in detail which is from the aspects of the comprehensive quality testing, the language testing and delivering inheritance. At the end, we made a reflection on the deficiencies.The innovation of this article lies in combination of the intangible cultural heritage in Liaoning and the Chinese teaching, which has a lot of local characteristics and plays an important role in improving the students’ consciousness of intangible cultural heritage, protecting the intangible cultural heritage and arousing the students’ interest in learning the language knowledge.