A Comparison Of The Culture Blending In Poetry Teaching In Junior Middle Schools In China And Myanmar

China and Myanmar are connected by mountains and rivers,and the Pauk-Pak friendship has a long history.Poetry is the essence of language and culture.It highly concisely reflects a country's social life,traditional culture and national aesthetics.China and Myanmar attach great importance to the teaching of poetry culture,and there are relatively few research results on the overall study of Myanmar poetry at home and abroad.Therefore,we compared the cultural herit age and poetry teaching of the two countries' junior high schools.Inherit traditional culture by integrating traditional cultural poetry into teaching,and demonstrate the quality of teachers in poetry teaching.This research aims to help students underst and good culture.First,the introduction.First,the reason for the topic selection and the research status,secondly,it explains the theoretical and practical significance of the research,and finally introduces the research methods and research ideas o f this article for a summary.Second,the comparison of cultural resources in poetry teaching in Chinese and Burmese junior high schools.Including the classification and essays of poetry,the summary of the expression of cultural resources and the charact eristics of cultural resources,the analysis of the connotation of the ancient and modern poetry of the two countries,the teaching of poetry culture studied in this article,and the emphasis on literature teaching poetry.Third,the value orientation of c ultural integration in Sino-Myanmar poetr y teaching.Mainly from shaping individual spiritual character,shaping national spiritual character,forming national cultural identity and spiritual cohesion,it analyzes the problems of national culture in the te aching of Chinese poetry,and fully excavates the excellent national spirit in the textbooks in the teaching,so as to enhance students' understanding of the cultural heritage.The accomplishment of national spirit.Fourth,the comparison of the methods of cultural integration in poetry teaching in Chinese and Myanmar junior high schools.First,the methods of cultural integration in Chinese junior high school poetry teaching include: integrating traditional cultural education with the creative background o f ancient poetry,integrating the language of ancient poetry into traditional culture,integrating culture into poetry Chinese teaching,and analyzing how to integrate into poetry teaching Traditional culture education,the necessity of integrating traditi onal culture into the middle school Chinese classroom,and providing students with traditional culture education can not only enable teachers and students to deepen their understanding of traditional culture,but also infiltrate the purpose of the ancient poetry class in junior high school to cultivate students' Language literacy of Chinese excellent traditional culture.Second,the method of cultural integration in Myanmar junior high school poetry teaching points out that the inheritance of excellent trad itional culture should also be included in the school's classroom education.Buddhist concepts form the core of Burmese ethics and morals,and it is often seen with strong Buddhism.The way of expression of colors,lessons,and respect for teachers help ju nior high school students' emotional identification with culture.Teachers pay attention to emotional experience teaching in teaching.Fifth,the comparison of cultural integration in the poetry teaching of junior high schools in China and Myanmar.Includi ng value perception,content selection,and method selection.In terms of value perception,the differences between the two countries are based on emotions and values.It emphasizes important differences in knowledge and skills.Myanmar pays more attention to emotional and literary education.China attaches great importance to the importance of education and its educational ability,and the key to students' perception and understanding is to improve value and assessment skills.In terms of content selection,the teaching method of reading aloud;the methods of reading poetry include the most basic and commonly used methods of reading poetry,and writing teaching methods: the writing practice in poetry teaching not only makes it easier for students to learn t he cultural effects of poetry,but also aims to Improve students' abilities.The situational teaching method improves the professional quality of teachers,enables students to understand the specific content and essence of poetry culture,and helps student s to understand poetry culture can more effectively enhance cultural heritage and national sentiment.In summary,taking the poem teaching design "Golden Red Sandalwood Flower" under the perspective of culture integration as an example,it is divided into four parts,the analysis of the cultural connotation in the poem,the several perspectives of cultural integration,the rationale for the design of Burmese literature,Design sample.It expresses the cultural integration of poetry,and the red sandalwood flower is a poem representing cultural integration,which has been prominent in history from ancient times to the present.The definition of each word in a poem carries the poet's aesthetics,which is the essence of poetry and culture.The study of ancient poetry is an important part of improving students' cultural literacy and inheriting Myanmar's traditional culture.