| Place name is the unique name of a place,is the tool and medium of human communication,is not only a language symbol,but also a special cultural carrier.Place names carry the culture of a country and an ethnic group,reflecting the specific geographical environment,history,language,social activities,religious beliefs,ethnic characteristics,politics and other aspects of the content.In the Chinese textbooks of junior high schools,there are as many as 528 names without double counting,which are indispensable parts of the text.The origin of place names,the stories they carry and the humanistic feelings they contain can arouse students’ interest and attention.Reasonable use of place name culture and place name knowledge as teaching resources to assist Chinese teaching in junior high school conforms to the cognitive development and aesthetic needs of junior high school students,effectively arouses the interest of middle school students in Chinese learning,and enhances the enthusiasm of middle school students in the process of Chinese learning.As well as effectively deepen junior high school students’ understanding and understanding of the excellent traditional Chinese culture,broaden students’ horizons and knowledge,so as to effectively cultivate and improve students’ comprehensive quality and cultural quality.Reasonable use of the resources of place names for auxiliary teaching is also in line with the concept of "Chinese Curriculum Standards for Compulsory Education（2011 Edition）" : advocating interdisciplinary teaching,actively developing teaching resources,and promoting students’ all-round development.At present,there are still a few researches on the teaching of place names as an aid to Chinese teaching.The research of this topic has a certain novelty.Based on this,the author based on the junior middle school Chinese seventh grade to ninth grade a total of 6 textbooks,a statistical analysis of the place names in the textbooks.The research on this topic is carried out by using the method of spot study,geographical image study,literature review and statistical analysis of literary geography.This paper is mainly composed of three parts: preface,text and conclusion.In the introduction part,the origin,status quo,significance,methods and core concepts of the research are explained and elaborated.The text is mainly divided into the following parts: The first part is based on the middle school Chinese teaching materials,the summary statistics of the names in the text.Focusing on the study of the Chinese place names in the textbook,and then according to the naming origin of the Chinese place names are divided into natural and cultural categories for analysis;The second part elaborates the necessity and feasibility of place name teaching to assist junior middle school Chinese teaching;The third part elaborates the objectives and principles of place name teaching assisted junior middle school Chinese teaching;The fourth part,based on the characteristics of place names and the research methods of literary geography,elaborates the application and teaching strategies of the research methods of literary geography in the auxiliary teaching of place names.This paper adopts the method of spot research and geographical image research.The fifth part is the display of classroom teaching fragments and teaching reflection;The last part is the conclusion,which aims at summarizing and summarizing the main content of this research and pointing out the shortcomings of this research.Based on the theories of literary geography,this paper explores the auxiliary role of place names teaching in Chinese teaching in junior high school,aiming at improving students’ Chinese literacy and comprehensive literacy.The practice has proved that the use of place names to assist junior middle school Chinese teaching can effectively stimulate students’ interest in learning and improve their enthusiasm in Chinese learning,so as to effectively achieve the goal of improving students’ Chinese literacy and comprehensive literacy. |
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