Research On The Teaching Of Historical Literature Works In Senior High School From The Perspective Of Cultural Inheritance And Understanding

At present,high school Chinese teaching attaches more and more importance to the infiltration education of traditional culture and the cultivation of cultural inheritance and understanding quality.As one of the carriers of Chinese excellent traditional culture,historical biographies not only contain specific and diverse traditional cultural knowledge,but also include the precious cultural spirit and cultural connotation embodied in historical biographies,which is the unique value of historical biographies different from other classical Chinese writings.However,the current teaching of historical biographies in high school does not pay enough attention to the literary style of historical biographies,and does not have enough understanding of cultural inheritance and understanding.As a result,the role of selected texts of historical biographies in cultivating students’ cultural literacy has not been fully played.Based on this teaching situation,this thesis starts with the cultivation of cultural inheritance and understanding literacy,and explores the teaching strategies of historical literature works from this perspective,so as to improve students’ cultural literacy and promote the inheritance of excellent traditional Chinese culture in Chinese class.This article is mainly divided into five parts.The first part is the introduction.On the basis of reviewing the previous research results on the teaching of historical biographies,cultural inheritance and understanding,the teaching of historical biographies in high school is summarized from the perspective of cultural inheritance and understanding.From the perspective of cultural inheritance and understanding,the second part analyzes the selected texts of historical biographies in the textbook,and finds out the advantages of historical biographies in cultivating students’ cultural literacy,that is,the rich cultural and spiritual connotation,which can be divided into three dimensions: the spiritual character of historical biographies,the patriotic spirit contained in the theme of the works,and the values and historical responsibilities of historians.The third part is the analysis of the current situation and problems of the teaching of historical biography works in high school.In the questionnaire survey and comprehensive analysis of the students and teachers in a high school,it is found that there are still many problems in the teaching of historical literature works in high school,such as the lack of stylistic awareness,the lack of language taste in class,the lack of cultural cultivation and the lack of effective classroom questioning,and the root of the problem is still the utilitarian concept of teachers and students caused by the adverse effect of college entrance examination.The fourth part is about the teaching strategies of high school historical biographies from the perspective of cultural inheritance and understanding,mainly studying how to penetrate traditional culture education in the teaching of historical biographies.This part mainly includes five aspects: the optimization of teaching objectives,the introduction of cultural perspectives to achieve multiple interpretation texts,the improvement of question design to activate students’ thinking,the innovation of activity forms to activate cultural experience,and the combination of both inside and outside class to extend the cultivation of cultural literacy.The strategy covers three dimensions: pre-class design,classroom practice and after-class supplement,in order to effectively develop students’ cultural accomplishment in the teaching of historical biography literature.The fifth part is the teaching case design of high school historical literature works from the perspective of cultural inheritance and understanding.It mainly selects "The Wu of the Candle Retreats from the Qin Master" and "The Biography of Qu Yuan" to carry out the design.By setting the teaching objectives of traditional culture,providing cultural perspectives and carrying out cultural activities,the students’ cultural quality is firmly cultivated in the teaching of historical literature works.The last part is the conclusion,which mainly summarizes and generalizes the research process and results,and points out the shortcomings of the research and the future optimization direction,so that this study can really promote the development of Chinese teaching practice and realize the inheritance of excellent traditional Chinese culture.