A Study On Teaching Strategies Of Ancient Classical Texts In Junior High School From The Perspective Of Cultural Memory

As a typical carrier of fine Chinese traditional culture,classical ancient texts play an active role in strengthening national identity.The cultural attributes and cultural education functions of ancient classical texts are currently being significantly reinforced as never before in national policies,curriculum documents and teaching practices.This indicates that the teaching of ancient classical texts has been expected to awaken cultural awareness and enhance cultural experience,as well as to build cultural confidence and gain a sense of cultural identity.Although current Chinese teaching has gradually shifted towards “educating people,inspiring people”,in this era of fragmentation,barricades still exist in the teaching of ancient classical texts to enhance students’ cultural identity.Exploration to evoke students’ cultural memory and enhance their sense of cultural identity based on fine traditional culture and creative classroom teaching should be undertaken.This study takes cultural memory as a theoretical view,based on the dual attributes of ancient classical texts including literary texts and cultural texts,and applies cultural memory theory as a theory of purpose and methodology to the teaching of ancient classical texts,exploring the implementation strategies for constructing students’ cultural memory at a time when multiculturalism and multiple values coexist.The first chapter discusses the correlation between cultural theory and the teaching of ancient classical texts.On the basis of the correlation,this study explores the feasibility and necessity of teaching ancient classical texts to construct students’ cultural memory,in order to provide a theoretical basis and purpose for the proposed strategies for teaching ancient classical texts.The second chapter analyzes the cultural memory in the state-compiled ancient classic texts in junior high school.With state-compiled textbooks as the research carriers,this study combines the texts and cultural memory theory,concluding that cultural memory contents are stored in texts,which have been adopted in teaching practice.The third chapter investigates the current situation.Teaching barricades in constructing students’ cultural memory are found: the exploration of cultural connotations is neglected in teaching contents;the teaching resources are monotonous,causing ineffective cultural perception;teaching methods are solidified,affecting the exploration of cultural connotations;and teaching activities are narrowed,leading to lack of cultural experiences.The fourth chapter proposes the strategies.In order to break through the obstacles to constructing cultural memory and realize the coexistence between students’ cultural life development and the inheritance of fine traditional culture,the following teaching strategies are sorted out with reference to excellent examples and guidance of cultural memory theory: exploiting memory contents to activate cultural memory;using multiple media to perceive cultural memory;enriching memory methods to evoke cultural memory;and broadening experiential activities to internalize cultural memory.