Xinyang Local Cultural Resources In The Teaching Of Ideological And Political Course "Cultural Life" In Senior High School Application Research

The local culture of China has a long history.It is the spiritual sustenance and wisdom for the Chinese nation to propagate and develop.It is the real cause of national cohesion and enterprise.Education courses of high school "cultural life" the teaching material is to carry forward the excellent traditional culture,to enhance students' cultural awareness and cultural self-confidence,cultivate patriotic,love the hometown feelings,set up cultural identity and set up,nowadays in the teaching of "cultural life",only rely on teaching material of teaching resources for teaching already cannot satisfy the needs of teachers and students,also does not conform to the countries mentioned in the new curriculum reform should fully development and utilization of local curriculum resources the measure.Therefore,the local cultural resources in different regions of the students become the course resources with characteristics in the teaching of cultural life.Xinyang,located at the junction of three provinces,is the junction of central plains culture,chu culture,and jianghuai culture.It is also the intersection of the culture of the Yellow River and the culture of the Yangtze river.After investigation,the current of the high school education teachers in the teaching of the "cultural life" has already begun to blend in xinyang folk culture resources,but often simply referred to in the process of use,optional the gender is strong,the lack of pertinence,so this paper mainly focuses on research in the teaching of the "cultural life" should be how to selection and use of xinyang folk culture,local culture resources in the teaching application value,improve the teaching effect of "cultural life".Research process of this paper is mainly divided into the following several parts:the first part adopts literature research,analysis of previous scholars research on related issues,it is concluded that most scholars research emphasis is more local culture resources in the teaching of "cultural life" the necessity,feasibility and problem analysis,lack for the screening of local folk culture resources and to join the selection and use of the specific chapters in the text.;The second part uses the survey method and individual interviews of xinyang two high school teachers and students in research,it is concluded that "cultural life" six class related auxiliary teaching content in the textbooks is the need to join the local cultural resources to replace and supplementary teaching,through the analysis of the causes of the six class content,teachers and students selected have much in common in these six class content,on thebasis of summarized in choosing teaching materials need to add the specific content of local cultural resources can follow three principles: take the student as the main body principle,timeliness principle,the principle of common nature.By investigating the local culture types commonly used by teachers and the local culture types favored by students,this paper summarizes three principles that can be followed in the selection of cultural resources: the principle of pertinence,the principle of diversity,and the principle of joint development between teachers and students.At the same time,on the basis of following the relevant principles and combining the four types of local cultural resources in xinyang city and the six lessons of the textbook,the paper classifies the application of local cultural resources in the classroom.Third part adopts case study method,combining with the relevant principles,this paper studies the classification and methods,in the teaching material of the inheritance of the traditional culture of the box instance,actual applied to this class teaching design,teaching process and teaching reflection,trying to provide education teachers with a sample reference from preparation to actual classroom teaching.