Research On The Red Culture Teaching Strategy Of Chinese Course In Junior High School

This paper focuses on the red culture teaching strategy of Chinese course in junior high school.Red culture is the advanced culture formed by the Chinese people in the process of pursuing national independence,people’s happiness,and national prosperity and strength under the leadership of the Communist Party of China,or refers to the extent,methods and achievements of people’s material and spiritual strength in the historical process of the world socialist movement,including material,institutional and spiritual cultures.On the basis of previous research,the author combs and integrates the relevant content of red culture teaching in policy documents,unified textbooks,middle school examination,curriculum standards,and teaching cases,and deeply and comprehensively explores the necessity of red culture in junior high school Chinese teaching.Sexuality,Realistic Dilemmas and Teaching Strategies.The methods of literature research,questionnaire survey and case analysis were used in the research.Specifically,it includes five parts:Part one:Introduction.Firstly,it explains the origin and significance of the research;secondly,it reviews and analyzes the current research status of Chinese red culture teaching in junior middle school;finally,it introduces the research method.The second part:Definition of the concept of red culture teaching in Chinese course of junior middle school.This part differentiates and analyzes the creation subject and time category,connotation and extension,and constituent elements of red culture,clarifies the concept of red culture,and defines the relevant concepts of red culture teaching on this basis.The third part:The necessity of teaching red culture in Chinese course of junior middle school.First,through the interpretation of the relevant policy documents of red culture teaching,it is found that the penetration of red culture in the teaching of basic education is the key point.Secondly,it analyzes the curriculum standard of red culture teaching,and points out that the new curriculum standard for senior high schools strengthens the guidance of red culture teaching.Finally,an analysis of the red culture teaching materials is carried out,which shows that the unified compilation of Chinese high school textbooks highlights the red culture content in the selection of texts and in the design of the units,and reflects the new requirements.for teaching red culture in Chinese college.The fourth part:Analysis of the predicament of junior high school Chinese red culture teaching.First of all,in terms of curriculum standard guidance,the 2011 edition of"Chinese Curriculum Standards for Compulsory Education" does not involve much red culture content,lacks guidance on red culture teaching,and is out of touch with the unified compilation of junior high school Chinese textbooks.Secondly,in the examination of test questions,the content of red culture is less examined,mainly in the classroom,and the questions are limited in type and low in difficulty.In terms of teaching status,the author learned through a questionnaire survey:current teachers and students have a poor understanding of teaching red culture;the teaching method is mainly based on classroom reading,lacking the connection inside and outside the classroom;teachers lack the method guidance of red culture teaching.On the basis of the questionnaire survey,using the case analysis method,focusing on the classroom reading teaching of the Chinese red texts in junior high school,it points out that the current teachers lack the care for individual experience,lack of situational teaching awareness and methods,lack of awareness of resource utilization and development,and evaluation of red culture learning.Problems such as a single method lay the foundation for strategic research.The fifth part:Research on the teaching strategies of Chinese red culture in junior high school.Based on the dilemma analysis,this paper explores three teaching strategies.First of all,in terms of classroom reading teaching,teachers should grasp the spirit of the curriculum standard and improve the teaching awareness of red culture;sort out the requirements for the senior high school entrance examination and improve the evaluation system of red teaching;analyze the teaching material system,and be good at using and integrating red resources;Personal experience.Secondly,in the construction of campus culture,schools should develop and utilize local resources to develop red school-based courses;create campus culture to create a red learning atmosphere for students;enrich theme activities to improve students’ interest in red culture learning.Finally,off-campus practical activities are also an effective way to carry out red culture teaching.Schools should rely on local red resources to carry out off-campus practical teaching;they should also link reading inside and outside the classroom to enhance students’red cultural identity;at the same time,grasp the characteristics of Chinese subjects and improve red practical activities.evaluation method.This paper tries to find out the dilemma of red culture teaching in junior high school,improve the practical effect of red culture teaching in junior high school Chinese courses,enhance students’ interest in red culture learning,cultivate students’ red genes,and promote students’ all-round development.