Research On The Application Strategy Of Local Intangible Heritage Resources In Chinese Teaching In Nanning Junior Middle School

In the current era of globalization,the frequency of cultural exchanges and collisions has accelerated,and the inheritance and development of traditional culture has become an increasingly important issue.Intangible cultural heritage(referred to as intangible cultural heritage),as an important part of traditional culture,is full of rich cultural connotation and unique regional characteristics,and is a concentrated reflection of regional ethnic culture and history.Junior high school is an important period for the formation of students’ cultural self-confidence,and students are in a crucial period of shaping their character and personality.In junior middle school Chinese teaching,we can make full use of local intangible cultural heritage resources to enrich the content of Chinese teaching,so that students can better understand and understand the local culture in the learning process,so as to enhance the sense of identity and inheritance of local culture.This study aims to explore the application strategies of local intangible cultural heritage resources in the Chinese teaching of junior middle schools in Nanning,so as to enhance students’ core literacy,enhance cultural self-confidence and cultural consciousness,and further promote the creative transformation and innovative development of excellent traditional Chinese culture.This paper is divided into three parts: introduction,four chapters and conclusion.The introduction part introduces the background of the topic,including the needs of curriculum standards,the development needs of The Times and their own research interests,summarizes the relevant research status,and clarifies the research purpose and significance,research methods and innovation points.In the main body part,the first chapter expounds the relevant concepts of local intangible cultural heritage resources and Chinese teaching in Nanning junior middle school,and expounds the application significance of local intangible cultural heritage resources in Chinese teaching in Nanning junior middle school from three aspects:innovating Chinese teaching methods,enhancing cultural identity and improving students’ comprehensive quality.The second chapter analyzes the current situation of the application of local intangible cultural heritage resources in the Chinese teaching of Nanning junior middle school through the results of the questionnaire survey,and finds that there are mainly the following problems in the application of local intangible cultural heritage resources in the Chinese teaching of Nanning junior middle school.Some teachers and students have a low understanding of intangible cultural heritage and have different attitudes towards and needs for intangible cultural heritage knowledge.There are some disputes about the selection and compilation of non-heritage knowledge in teaching materials,and it is difficult to organize.The third chapter,according to the results of the questionnaire survey,deeply discusses how to effectively use local intangible heritage resources in Nanning junior middle school Chinese teaching strategy.The first is to develop Chinese curriculum resources and compile Chinese school-based teaching materials;the second is to innovate classroom teaching methods,involving enriching teaching content and implementing interdisciplinary teaching;the third is to improve teachers’ ability to use intangible cultural heritage,including in-depth understanding of local intangible cultural heritage,carrying out practical teaching of intangible cultural heritage,and researching and analyzing Chinese teaching materials.Chapter four,under the guidance of strategies,further proposes the application of local intangible cultural heritage resources in Nanning junior middle school Chinese teaching,including integrating local intangible cultural heritage resources into three teaching sections: reading,writing and comprehensive learning.The integration of intangible cultural heritage resources and reading teaching is realized in the three aspects of pre-class introduction,in-class explanation and after-class expansion.In the writing teaching,local materials are dug up,innovative ability is cultivated and personalized writing guidance is implemented.Course conception is carried out from five aspects: course standard,teaching content,student situation,teaching preparation and teaching design.In order to better integrate local intangible heritage resources into the Chinese teaching of Nanning junior middle school.In the conclusion,it summarizes the importance of local intangible cultural heritage resources in the Chinese teaching of junior middle schools in Nanning,puts forward the prospect of the future,and reflects on the shortcomings,in order to achieve better educational results through improvement and improvement.