Research On The Contextual Teaching Of Revolutionary Cultural Works In The Unified Edition Of Junior High School Chines

It is clearly pointed out that revolutionary culture is an important content of primary and secondary education in the Textbook Guide for the Introduction of Revolutionary Tradition into primary and secondary schools.At the same time,in the core quality of cultural confidence,the Chinese Curriculum Standards for Compulsory Education(2022 Edition)proposes to inherit and carry forward the revolutionary culture through Chinese learning,and to enhance the situational implementation of the curriculum in the curriculum concept.However,the current situation of the situational teaching of revolutionary cultural works is not optimistic,so the systematic study based on the two has not only theoretical significance,but also practical value.This paper adopts the method of literature analysis,statistical analysis and interview questionnaire to systematically explore the situational teaching strategies of revolutionary cultural works,mainly from the following four aspects:The first part is "Overview of revolutionary cultural works and situational teaching".Firstly,the concept of revolutionary cultural works is defined,and through statistical analysis,the revolutionary cultural works in junior middle school Chinese textbooks are selected and analyzed.Secondly,the concept of situational teaching is defined.Finally,it analyzes the feasibility of situational teaching of revolutionary cultural works from the perspectives of curriculum standards,theoretical basis,students and texts in junior middle school.The second part is "Current situation and analysis of the situational teaching of revolutionary cultural works".It conducts a questionnaire survey and analysis on the Chinese teachers of W Middle School,and finds that the teachers need to deepen,optimize and improve in the situational teaching of revolutionary cultural works,in the depth of understanding of the situational teaching of revolutionary cultural works,in the situational teaching content of revolutionary cultural works and in the situational teaching methods of revolutionary cultural works.Then,questionnaire survey and analysis were conducted on students from one class in Grade one,grade two and grade three of W Middle School respectively.It was found that students had one-sided understanding of revolutionary cultural context,single learning activities and lack of revolutionary cultural context experience in the context learning of revolutionary cultural works.The third part is based on the characteristics and theoretical basis of revolutionary cultural works,aiming at the existing problems in the situational teaching of revolutionary cultural works,systematically proposed "situational teaching strategies of revolutionary cultural works".In terms of teachers,starting from two aspects of optimizing and integrating teaching content and perfecting teaching methods,it is proposed to use information technology to restore teaching in context.Grasp the text teaching eye,use the situation to move teaching;Using "montage" to combine the teaching situation;Break through single text and integrate teaching with situation;Combine living resources and perfect teaching with situation.In the aspect of students,from the two perspectives of enriching student activities and strengthening situational experience,we put forward the connection experience and enter the situation.Temper the language,describe the situation;Play the role,experience the situation;Use reasoning to supplement the situation;Use your imagination to deepen the situation.The fourth part is "situational teaching cases of revolutionary cultural works".Two revolutionary cultural works are selected for case design,combining theory with practice to provide reference cases for the situational teaching of Chinese revolutionary cultural works in junior middle school.