Research On The Intangible Cultural Heritage Of Hunan Province Into The History Teaching Of Junior Middle School

Intangible cultural heritage reflects the profound accumulation of the Chinese nation’s history and culture,and is the living cultural gene treasure house of the Chinese nation.In recent years,the party and the state have paid more and more attention to intangible cultural heritage and promulgated a series of laws,regulations and rules to promote non-hereditary inheritance and development,and achieved certain results.In the field of education,from the perspective of junior high school history teaching,whether it is junior high school history curriculum standards or history textbooks,the content related to intangible cultural heritage is clearly proposed.Therefore,it is very necessary to integrate intangible cultural heritage into junior high school history teaching.,This article takes Hunan Province’s intangible heritage as an example to study the related issues of the integration of Hunan Province’s intangible heritage into junior high school history teaching.First of all,it studies the related issues of intangible heritage and history teaching in junior high school from the theoretical level,including the discussion of the relationship between intangible heritage and history teaching in junior high school,and the value analysis of intangible heritage in history teaching in junior high school.Secondly,research the general situation of the intangible cultural heritage in the Hunan Provincial Local Curriculum Standard Experimental Textbook "Hunan Local Culture General Knowledge" into the junior high school history teaching,including the junior high school history teaching resources contained in the "Hunan Local Cultural General Knowledge",and "Hunan Local Cultural General Knowledge".Analysis of the necessity and current situation of the intangible cultural heritage in "Local Cultural Commons" into the junior middle school history teaching.Thirdly,how to integrate Hunan’s intangible cultural heritage into junior middle school history teaching is the focus of this article.The author has designed three approaches.The first approach integrates intangible cultural heritage into the junior high school history classroom teaching.This part designs a complete intangible cultural heritage teaching design and two instructional design fragments.It is hoped that they can be combined in detail to provide a certain level for the integration of intangible cultural heritage into the junior high school history classroom teaching design.Ideas.The second approach integrates intangible cultural heritage into the junior high school history club activities.This part designs a complete club activity plan,with particular emphasis on integrating relevant historical discipline elements.The third way is to incorporate intangible cultural heritage into the junior high school history study travel activities.This part also designs a complete study travel activity plan based on the relationship and characteristics of the study travel and the history subject.The above three approaches are all supported by the junior high school history teaching resources contained in the intangible cultural heritage in "Hunan Local Cultural Commons".In addition,the author also reflects and summarizes these three approaches.Finally,in view of some of the problems in the integration of intangible cultural heritage into junior high school history teaching in Hunan Province,relevant suggestions are put forward around the focus of junior high school history teaching,hoping to provide a better reference and reference for the integration of intangible cultural heritage into junior high school history teaching in Hunan Province.