The traditional culture of the Chinese nation for more than 5,000 years can be described as long-standing, brilliant and profound. No matter in literature and art, science and technology, or in ideology and morality, it has had a far-reaching impact on human society. It is also the foundation for the Chinese nation to stand in the world for a long time. Carrying forward the essence of China traditional culture is the responsibility and goal that everyone in China should shoulder at present, and it is also an important task of our history discipline.
Now I will talk about how to help students correctly understand the essence of traditional culture and inherit and carry forward the excellent cultural traditions of the Chinese nation in history teaching based on my own teaching practice.
First, teachers should dig deeper and lead students into the door of traditional culture.
For China's traditional culture, there is no special topic in junior middle school history textbooks, but it is scattered in the whole historical development process, which requires teachers to dig deeply in ordinary teaching, consciously penetrate and summarize in the process of explanation, and make appropriate expansion and extension, so as to properly integrate the basic knowledge points and development process of China's traditional culture into ordinary teaching. For example, when teaching "a hundred schools of thought contend" in the Spring and Autumn Period and the Warring States Period, students should be guided to feel and analyze the essence of the thought of a hundred schools of thought, so that students can understand that the theory of a hundred schools of thought in this period is an important part of China's traditional culture and has far-reaching influence. Then further contact with real life, let students deeply feel the theory of this period, especially Confucianism has a great influence not only on China, but also on world culture, let students feel that Chinese civilization has strong vitality and appeal, thus enhancing national pride and self-esteem. At the same time, in the future teaching process, we should pay attention to guiding students to clarify the evolution and development of China's ideology and culture, so that students can perceive and understand the excellent traditional culture of the Chinese nation as a whole.
Second, let students fully participate, personally feel and learn the essence of China traditional culture.
China's 5,000-year-old civilization has nurtured splendid traditional culture, leaving us with a wealth of knowledge, which runs through the whole history textbook. In teaching, under the premise of fully tapping this knowledge, teachers should organize students to fully participate, and through thinking, discussion and communication. In order to have a profound understanding of the traditional cultural phenomena in China and inspire them in time, let students feel and absorb these cultural nutrients to the maximum extent, enrich their minds and evolve into their own self-cultivation. That is what we often say, through the full participation of students, let them turn the knowledge in books into what they want, and let them inherit and use it in their daily life and study.
An important link for students to fully participate and feel is to guide students to read some historical monographs or original works after class. Because it is difficult to accurately and completely grasp the essence of some specific cultures only by relying on the introduction of teaching materials and the explanation and supplement of teachers, and sometimes it even leads to misunderstanding. For example, the introduction of Taoist thought in history textbooks mainly emphasizes the negativity of Taoist thought, which makes some students lose interest in further understanding Taoist thought and even have a great misunderstanding about it. In this case, teachers can help students choose some famous books or original works (or some parts of them) that can highlight their ideological characteristics for students to read, appreciate and think about, so as to have a more comprehensive understanding of them. Of course, in this process, teachers must consider the actual situation of students and give appropriate guidance and help, otherwise it will be ineffective.
Organizing storytelling competitions is also an important way for students to participate in history learning. This way, on the one hand, can stimulate students' interest in learning history, and at the same time, after the teacher determines the theme of the story, let students collect and read relevant materials independently, and also deepen their perception of China traditional culture. For example, by holding a story meeting with the theme of "taking the world as your own responsibility", students can not only enhance their sense of national responsibility, but also feel the great ambition of Zhang Qian and Ban Chao to make contributions to the frontier. Huo Qubing's noble spirit, such as "How can we be home if we don't destroy the Huns", Gu's noble spirit, such as "Every man is responsible for the rise and fall of the world" and Lin Juemin's noble spirit, "Seeking eternal happiness for all people". Let students fully understand the traditional virtues of patriotism, consciously inherit and carry forward this glorious tradition, and strive to build a socialist modern country with China characteristics.
Third, contact with real life, so that students can feel the history from real life and carry forward the national cultural spirit.
Many students are interested in history because of its stories, but not in some abstract and difficult knowledge. Therefore, in the usual teaching, teachers must concretize those abstract historical knowledge, and the important way is to connect with real life and let students feel history from life. For example, when analyzing the ancient Taoist thoughts, we can guide students to combine the environmental deterioration, image project, three rural issues and so on existing in China's modern life, all of which are caused by violating the Taoist thought of "governing by doing nothing". Laozi said: "Governing a big country is like cooking a little fresh". The most advanced management concept recognized by the contemporary world is that "the government with the least management is the best government." Isn't this consistent with what Lao Tzu advocated more than two thousand years ago? Or, more accurately, Lao Tzu told us the correct method more than 2,000 years ago, and now we just wake up. In modern society, the fierce conflicts and contradictions between man and nature can be found in China's ancient philosophy of harmony between man and nature and in China's ancient artistic spirit of tranquility, leisure, carefree and full of emotional appeal. Another example is the study of "a hundred schools of thought contend" in the Warring States period. We can also analyze the progressive thoughts of a hundred schools of thought contending with real life, which have had a far-reaching impact until today. Since ancient times, the Chinese nation has been a very moral nation, and its traditional culture also has a strong moral color. They advocate the spirit and morality of "the world is public", "wealth can't be lewd, poverty can't be moved, and powerful people can't bend". Today, we still advocate this moral cultivation of respecting the sun and valuing righteousness. In reality, many outstanding national backbones are still practicing. Students can better appreciate the vitality and appeal of these traditional cultures from these real people. Due to various historical reasons, today we are still temporarily behind the West. Under the impact of the current market economy, people's code of conduct, values and moral concepts are undergoing profound changes. In today's reform and opening up, it is inevitable that there will be a mixture of good and evil people, especially young students, influenced by money worship, hedonism and egoism, who cannot correctly treat eastern and western cultures and blindly worship the West. Under this historical condition, the excellent traditional culture and morality in ancient China are of great benefit to cultivating students' honest character, ability to distinguish good from evil and patriotism. Giving full play to the spirit of Suntech in traditional culture is conducive to helping students form a noble moral outlook and a correct world outlook.
Fourth, take its essence, discard its dross, and inherit the excellent national culture comprehensively and accurately.
The moral outlook, outlook on life and values formed by the Chinese nation in the long history should be carefully analyzed, comprehensively grasped, inherited its essence and discarded its dross.
For example, in China's ancient traditional morality, the moral standard system with "benevolence, righteousness, courtesy, wisdom and faith" as the core has long occupied a dominant position. It embodies the traditional virtues of the Chinese nation, has had a great influence in social life for more than two thousand years, contains many basic principles of life beyond the times, and is a valuable asset of the Chinese nation. We should inherit the reasonable core of "benevolence, righteousness, courtesy, wisdom and trust". Be kind to others, care and help each other, and build a harmonious interpersonal relationship that loves each other; Treat others and society with responsibility and obligation, and establish your own value goals; In interpersonal communication, we should be honest and trustworthy, treat each other sincerely, not bully me or ourselves, master scientific knowledge, and have the ability to distinguish right from wrong and good from evil. At the same time, we should also see that the ancient Confucian moral system was formed in feudal society for a long time and served to maintain the feudal social order, which contained many feudal dross and should be abandoned. This requires us to guide students to analyze correctly, grasp comprehensively and accurately, and educate students to form correct feelings, attitudes, values and outlook on life in the teaching process.