Research On The Path Of Developing Textbooks For Primary School Chinese Teachers From The Perspective Of Cultural Self-confidence

As the country attaches great importance to cultural confidence,how to infiltrate cultural confidence in the Chinese discipline to improve students’ cultural confidence has become a topic of increasing concern to Chinese teachers.As the main carrier for students to learn the national standard language and written language,primary school Chinese textbooks embody the will of the nation,and also contain the cultural heritage and ideological essence of the Chinese nation that has been cultivated over time.From this point of view,Chinese teaching materials are the powerful tool for students to know and understand Chinese culture and establish cultural confidence.Based on this,Chinese teachers,from the perspective of cultural confidence,deeply develop and make use of primary school Chinese textbooks,which is of great significance to enhance Chinese cultural identity and promote the inheritance of Chinese culture.Starting from the unified version of primary school Chinese teaching materials,the paper aims to explore the specific path of primary school Chinese teachers to develop teaching materials under the perspective of cultural confidence,in order to respond to the problems existing in the development process of teachers.In order to achieve the above research objectives,first of all,based on the perspective of cultural generation,the expressive analysis is made from the confidence of cultural development process,cultural value orientation,cultural innovation ability and cultural communication consciousness,to investigate the content basis behind the development of teachers.Secondly,the necessity and feasibility of developing teaching materials for primary school Chinese teachers under the perspective of cultural confidence are elaborated.On this basis,the specific process of the development is explored,and the main characteristics of the development process are clearly defined.Then,the questionnaire survey,interview and other survey methods are used to understand the current situation of teachers’ development of cultural confidence content in the textbook,combined with the survey data,summarize the problems in the development process of teachers,and deeply analyze the main causes behind the problems.Finally,combined with specific case analysis,starting from the perspective of cultural confidence,the corresponding development path for primary school Chinese teachers is put forward.It is found that there are four problems in the current development process,namely,the development goal is difficult to be clear,the textbook interpretation is not deep enough,the development content is far from life,and the content presentation focuses on theoretical narration.In this regard,teachers can follow the following path to develop:First,read through the textbook and refine the cultural instructions in the textbook,so as to clarify the basic goals of the textbook itself on cultural confidence education,and provide the correct direction guidance for the subsequent links.Secondly,according to the refined cultural instructions,starting from the details of the text,focusing on the key figures,verbal contradictions and abnormal situations,the deep interpretation of the text knowledge,and digging out the cultural core of the knowledge.Then,combined with the cultural resources inside and outside the textbook,the cultural activities that fit the cultural instructions are designed,and the interpreted cultural content is connected as a lead line,aiming to guide the students to get more cultural experience in the activities.Finally,the use of ancient and modern comparison,Chinese and foreign comparison and other ways to arouse students’ life experience,cause students to think about their own cultural consciousness,let students from their own life experience perception of contemporary cultural life.