Current Situation And Measures Proposal Of Folk Culture In Chinese Teaching In Primary Schools Of Minorities

As a teaching subject in the basic education,the Chinese language teaching is an mportant humanity and social science discipline,which is full of humanity-oriented and instrument-oriented features.The humanity-oriented feature provides a necessary condition for the penetration of folk cultures in Chinese language teachings.Ethnic minority regions in China,especially multi-ethnic cultural gathering places,have still preserved completely intact folk styles and features,including folk architectures,folk customers,folk costumes & ornaments and folk languages.As China has attached much more importance to the inheritance and development of excellent traditional Chinese cultures,local cultural protection has set off an upsurge.The author believes that governmental policies and promotions can arouse the public attention.The idea of protecting traditional cultures is rooted in the national education in order to deepen the public awareness of such idea.Based on this precondition,this paper consists of four chapters: chapter I introduces backgrounds,research purposes and methods of the cultural inheritance necessity and mainly summarizes cultural development requirements based on the background of era developments,necessary requirements posed by new curriculum reforms for cultural inheritances and students’ aesthetic demands of the popularity of traditional folk cultures;chapter II describes definition determinations,discusses the definition distinction between Folk-Custom and Folklore appearing on the elementary-school Chinese language teaching materials in ethnic minority regions and introduces basic conditions and research backgrounds of investigated schools;chapter III makes a questionnaire survey at investigated schools according theoretical foundations proposed by the author.Based on questionnaire results of teachers and common students,it shows that teachers pay less attention to the popularity of local folk cultures and that students make mistakes in commonsense folk questions.In addition,by deepening the exploration of Chinese language teaching materials in ethnicminority regions,the author makes a classification and quantitative statistics of folk cultures and further describes the importance of folk cultures in Chinese language teachings;chapter IV describes various teaching methods that combine folk cultures with Chinese language teachings,makes a practical investigation and research on theoretical methods based on actual teaching operations and further improves teaching theories based on students’ investigation & feedback of teaching methods,thus the learning-application and application-learning activities being achieved.This investigation and research aims to actively explore various practical manners of combining Chinese language teachings with folk cultures,make a reasonable utilization of local folk culture resources and make a contribution to folk culture inheritances and protections via Chinese language educations.This paper selects the elementary-school Chinese language teaching material published by People’s Education Press(PEP)as a research subject.First-grade elementary-school students have used new teaching materials(curriculum-reform edition)since 2016.The author provides references by combining Chinese language educations with folk culture teachings in ethnic minority regions.