Folk Culture Perspective Lower Edition Junior High School Chinese Textbook Local Literature Teaching Research

Farming civilization has created a vernacular China,on the basis of which the vernacular literature that came into being is also quite distinctive,and the customs and feelings in the works convey the writer’s national feelings and modern consciousness,showing a different exotic atmosphere.Many of these classic works are included in the current junior high school language textbooks,the unique local connotation helps to construct students’ positive cultural psychology and unique national thinking,and the different writing style helps to cultivate students’ reading aesthetic awareness,enhance their speech practice ability,and truly implement the core literacy of language,but in teaching,its local connotation and cultural meaning are not properly interpreted,and even deliberately ignored by teachers.How to get rid of the existing predicament and show the unique charm of local literature is one of the problems that language teachers should think about.Starting from the above research background,this paper mainly adopts the methods of text analysis and case analysis,effectively combines vernacular literature and folk culture,finds the intrinsic relationship between the two,analyzes the feasibility of research implementation from the theoretical level,broadens the research horizon for the teaching of vernacular literature,and provides materials for the development of language course resources.On this basis,it deeply interprets the folklore of local literary works in the junior high school language textbooks compiled by the Ministry,constructs a holistic understanding,and clarifies the due value of its education and teaching from the practical level.In view of the problems of unclear local positioning,shallow local connotation,and insufficient interpretation of local culture in the teaching of local literature,from the perspective of folk culture,the teaching of local literature is carried out in the teaching of teaching resources,teaching content and teaching forms,connecting different disciplines,enriching the teaching activities of local literature,so that students can truly taste the "earthy atmosphere" and "mud taste" of local literature.This article consists of five parts,mainly including the following aspects:The first part is an introduction,which explains the research background,research status,research methods and innovation points of this topic.First,from the status of vernacular literature in modern and contemporary literature and language teaching materials and the actual needs of current language teaching,we should recognize the value and teaching shortcomings of vernacular literature itself,and realize the unique connotation of folk culture in vernacular literature;second,from the two aspects of the research status of folk culture and vernacular literature,sort out and summarize the existing literature and materials,and clarify the existing research basis and direction;third,conceptually define vernacular literature and folk culture and clarify their characteristics respectively;fourth,Briefly explain the research ideas of this paper,specifically explain the research methods of this paper,and explain the innovation points of local literature teaching from the perspective of folk culture in combination with teaching reality.The second part is the presentation and analysis of local literature and folklore of junior high school language textbooks.First of all,it summarizes the selection of local literature in junior high school language textbooks compiled by the Ministry,and clarifies the selection requirements of local literature from the perspective of teaching materials;secondly,the categories of folk culture presentation in local literature are sorted out and classified into four categories: material folklore,social folklore,spiritual folklore and language folklore,so as to provide a theoretical basis for research;finally,the resource functions of folk culture in vernacular literature are clarified from the aspects of education and teaching.The third part is an analysis of the current situation of teaching vernacular literature in junior high schools.First,from the perspective of students,a questionnaire survey is carried out,the survey data is collated,and the problems in the students’ current level and the learning of vernacular literature are clarified;second,starting from the "Teacher’s Teaching Book" and teaching cases,the editor’s teaching intention and the teaching direction of the teacher are analyzed,and the problems in the teaching of vernacular literature are clarified.The fourth part is the focus of this article,teaching and thinking about vernacular literature from the perspective of folk culture.First,three teaching principles are put forward: respect for language,distinguish between priority and subordination;one is divided into two,dialectical analysis;based on text,extracurricular practice.Second,three teaching considerations are proposed: first,there should be a sense of folk culture as a teaching resource for vernacular literature;second,the teaching concept of vernacular literature from the perspective of folklore culture should be constructed with the core literacy of the language as the guide;third,the teaching form of vernacular literature should be innovated with special topic teaching to highlight the integrity of language teaching.The fifth part is the teaching process of junior high school language and local literature from the perspective of folk culture,based on the above research,combining theory and practice,with the theme of "tasting folk customs and feelings,understanding hometown feelings",and carrying out special teaching of Lu local literature from the aspects of special topic preparation,special topic implementation,and special topic evaluation,and implementing this topic in practice.