Tongcheng Culture And The Development And Utilization Of The Teaching Resource For “Local Cultural Life” Unit

The nationally unified high school Chinese language textbook was put into use in the autumn of 2019,and now most provinces and cities are using this set of textbooks.The new textbook has introduced a comprehensive practical activity unit called “Local Cultural Life”,which consists of learning activities and resources.It shifts the focus to real life,breaks through the limits of the classroom,and requires students to go beyond the classroom to conduct learning activities around “Cultural life in hometown”.This is a bold innovation in textbook writing.The “Local Cultural Life” unit has set up three learning activities around the theme of the unit,providing various ways of participation such as literature research,interviewing,and field visits.Through learning in this unit,students can enrich their Chinese learning methods,improve their overall Chinese literacy,as well as learn about their hometown culture,enhance their cultural identity,and contribute ideas for the development of contemporary cultural life in their hometown,thereby enhancing their sense of ownership.There has been a continuous stream of research on the “Local Cultural Life” unit and the “Contemporary Cultural Participation” task group,with excellent works emerging one after another,providing guidance and reference value for the teaching of the “Cultural life in hometown” unit.However,the teaching status of the“Local Cultural Life” unit is still not ideal in some areas.The time allocated to it in high school Chinese language teaching is relatively short,and the development of course resources is insufficient.This leads to students’ topics being too broad and difficult to grasp,often staying at the surface level and not going deep enough,resulting in a distance between the subject of Chinese and what they learned,and the educational value of the hometown culture is not fully realized.When choosing teaching resources for the unit,teachers should consider the influence of the resources in the local culture,their contribution to cultural construction,and their promotion of human spiritual growth.They should explore their potential spiritual connotations and educational values and carefully choose the most suitable teaching resources for this unit.Therefore,there is still room for further exploration in the development of teaching resources for the unit.“Culture Inheritance and Understanding” is one aspect of the four Key Competencies of language subjects,and the heritage of Chinese culture can enhance cultural confidence and has important value.The Tongcheng School is a cultural card of Tongcheng,a part of Tongcheng culture,and a part of excellent traditional Chinese culture,which is worthy of being included in the curriculum resources of the unit “Cultural life in hometown”.In this paper,we believe that the Tongcheng School culture has a deep influence on the contemporary cultural life in Tongcheng,and its rich spiritual connotation can nourish students’ hearts and contribute to the contemporary cultural construction of Tongcheng,which is in line with the scope of the teaching resources of the unit “Local Cultural Life”.Therefore,according to the current situation that the Tongcheng School curriculum resources are not sufficiently developed in the “Local Cultural Life” unit,this paper explores in depth the spiritual connotation of Tongcheng School,such as respecting ritual and education,pragmatism and truth-seeking,optimism and clarity,and clarifies the educational value of the spiritual connotation of Tongcheng School in students’ growth and cultural heritage,and reflects on the Tongcheng culture in education.This paper consists of four chapters.In the first chapter,a survey was conducted using both questionnaires and interviews to investigate the teaching status of the “Local Cultural Life” unit from the perspectives of both students and teachers.The analysis reveals that the unit does not receive sufficient attention,lacks adequate nurturing orientation,and relies too heavily on a single form of evaluation.The chapter concludes by summarizing the issues with the “Local Cultural Life”unit that were identified through this analysis.In the second chapter,we explore the spiritual connotation of the Tongcheng School from the characteristics of the Tongcheng School,the experiences and writings of the Tongcheng School literati.The Tongcheng School literati’s family letters contain courtesy,and the importance of education is reflected in the characteristics of family heritage;the emergence of the Tongcheng School in the literary world was to fill the gap in the literary style of the time,and still objectively recorded in the face of the dark reality,reflecting its truth-seeking and pragmatic;the Tongcheng School literati guarded one side of the world and enjoyed themselves,and could transcend nature,leading the pleasure of playing in the mountains to the exploration of philosophy,also reflecting its optimism and clarity.In the third chapter,the educational value of the spiritual connotation of the Tongcheng School is clarified,highlighting its ability to promote the establishment of harmonious interpersonal relationships,cultivate students’ rational thinking ability,resolve the spiritual crisis of high school students’ growth,and promote the appreciation of excellent traditional culture.Secondly,standing in the perspective of historical development,it reflects on Tongcheng culture,exploring the relationship between Tongcheng School and feudal rule and the shortcomings of Tongcheng School’s own articles,and reflecting on the limitations of Tongcheng School around two aspects: the limitations of the times and the limitations of the articles.In the fourth chapter,the principles for implementing the three “Local Cultural Life”units are identified,including group work to form a learning community,deepening the layers to develop vertical and horizontal thinking and focusing on nurturing people by combining resources from inside and outside the classroom.The unit implementation strategies include developing unique school-based teaching materials,providing learning scaffolds and establishing a multi-dimensional evaluation system to stimulate participation.The teaching design of the unit “Local Cultural Life” is divided into three teaching activities,from understanding to investigation to suggestion,which reflect the nurturing value of Tongcheng School and the contemporary characteristics of this unit,and guide students to improve their comprehensive language literacy and enhance their cultural identity.To sum up,this paper takes Tongcheng School and Tongcheng culture as the research object,summarizes the spiritual connotation of Tongcheng School through analysis,clarifies its educational value,proposes the principles and strategies for the implementation of the unit,and carries out a specific teaching design for the unit of “Local Cultural Life”.It provides new ideas and methods for the development and utilization of teaching resources of the unit “Cultural life in hometown”.