| The red culture is a precious spiritual wealth created by the people of all ethnic groups under the leadership of the Communist Party of China in different historical periods of revolution,construction,reform and peaceful development.As an important part of China’s excellent traditional culture and socialist culture with Chinese characteristics,red culture has extremely high educational value and era value,and is a high-quality material in history teaching.Integrating red culture into high school history teaching will help students further cultivate and improve their core competencies in history on the basis of learning historical knowledge,especially the literacy of family and country feelings.It is conducive to the implementation of the fundamental task of "cultivating people with virtue" and better realizing the educational value of red culture.Zunyi is a turning point city and conference capital of red history,with rich red cultural resources,this paper takes Zunyi City as an example to make a preliminary exploration of how Zunyi red cultural resources can be integrated into high school history teaching.The whole article includes three parts: introduction,main text,and conclusion.The introductory part consists of five aspects: the reason for the topic selection,the research purpose and significance,the research status,the research method,and the innovation.The main text is mainly divided into four chapters,the first chapter explores the intrinsic relationship and application value of red culture and high school history teaching,and the internal connection: the two have a common value appeal;Red culture is an important resource for cultivating high school students’ feelings of home and country;The two have a common cultural context,and in terms of application value: first,it helps to inherit and carry forward the red culture;Second,it helps to establish a correct life orientation;Third,it helps to stimulate students’ patriotic enthusiasm;Fourth,it will help implement the requirements of high school history course standards;The second chapter investigates and analyzes the current situation of the application of Zunyi red cultural resources in history teaching,and finds from teacher interviews and student questionnaires that there are three problems:the use of Zunyi red resources to cultivate students’ family and country sentiment literacy,the development and utilization of Zunyi red cultural resources is insufficient,and the degree of students’ active participation is not enough.Chapter 3,according to the problems reflected in the survey,proposes that when using Zunyi red cultural resources to cultivate high school students’ home and country sentiment literacy,it is necessary to adhere to the guiding principle of curriculum standards,the principle of authenticity of historical materials used,the principle of students’ main body,and the principle of co-construction and sharing of teaching resources,and cultivate students’ home and country feelings by integrating into classroom teaching,finding combination points and scenario teaching,stimulating students’ interest in exploration,enriching teaching forms,enhancing understanding,combining practice,and deepening the strategy of home and country feelings.Chapter 4,Specific Case Design.The concluding part is a summary of the full text. |
