Dragon culture has a far-reaching influence on the Chinese nation. Dragon culture can be summarized into six spirits: self-improvement, lofty aspirations, unity and cooperation, pioneering and enterprising, benefiting mankind, and harmony between man and nature. From the perspective of school moral education, we can explore the development of school-based curriculum and the construction of class culture by combining the six spirits embodied in Long Culture.

Keywords: dragon culture; Six spirits; School-based curriculum development; Class culture construction

First, the spiritual connotation of dragon culture

The dragon culture in China has a long history, from many clans such as the Yellow Emperor and Yan Di in ancient times to bronze ornamentation with "dragon" as the main component in Xia and Shang Dynasties. From Dayu's water control, "He has been facing the sea for a long time, how can he draw a calendar?" Why are you camping? Yuhe "[1] Boils the sea to cure the Dragon King, Ye Gong Long Hao, and Jin Xiannv Dragon; From the image of dragon's kingship and male power in Zhouyi to the image of dragon god and dragon beast in Strange Tales from a Lonely Studio, dragon culture has penetrated into the politics, life and culture of ancient China. Modern and contemporary dragon culture is rich in extension, involving decoration, songs, diet, etiquette, architecture, painting, literature, dance, calligraphy and other fields. "For every Chinese descendant, the image of the dragon is a symbol, a kind of mood, a kind of flesh-and-blood emotion! [2] Researcher Wang Yongkuan of Henan Academy of Social Sciences believes that from a macro perspective, "the connotation of dragon culture is mainly manifested in eight major issues, or eight types of culture, namely totem culture, ancestor culture, astronomical culture, profit-seeking culture, imperial power culture, auspicious culture, folk culture and heroic culture" [3]. From the perspective of school education, the author thinks that we can extract six spirits from these eight cultures: self-improvement, lofty aspirations, unity and cooperation, pioneering and enterprising, benefiting mankind and harmony with heaven, so as to do some exploration for school-based curriculum development and class culture construction.

Second, the dragon culture and school-based curriculum development

The school where the author teaches has just been transformed into a public school the year before last, and students are generally not enterprising and have insufficient motivation to learn. In addition, Shenzhen has a strong business atmosphere, and it is not the only way out for students. The author believes that it will play an important role in shaping personality, exercising will and establishing lofty ideals for students to understand, accept and inherit the spirit of the dragon. In view of this, we have developed a series of school-based courses with the theme of dragon culture. "The source of the dragon-the origin of the dragon image in China" in order to let students know that every Chinese son and daughter is a descendant of the dragon and enhance their sense of national pride and mission; The Book of Dragons-Legends and Stories Related to Dragons aims to stimulate students' interest, feel the spirit of dragons while enjoying hearing, and cultivate their character. The Story of the Dragon-The Image of the Dragon in Literary Works aims to give students a more stereoscopic and comprehensive impression of the dragon. The interest of dragon-the influence of dragon culture in today's life, in order to let students know that dragon culture deeply affects all aspects of our lives; The image of the dragon-the image of the dragon in my mind. By personally participating in the creation of the image of the dragon, students can have a deeper understanding of the spirit of the dragon; "Young Dragon-How I Practice Dragon Culture" discusses how to practice dragon culture from the perspective of students through reading, discussion, writing and program performance. Practice has proved that the development of this series of school-based courses not only greatly enriched students' learning content, but also enabled some students who had nothing to do before to find their own academic "excitement", thus greatly reducing the probability of making mistakes; But also aroused teachers' enthusiasm for teaching and research, so that they showed strong enterprising spirit and research spirit in areas they had never set foot in before; The continuous spread of dragon culture on campus has also initially formed a high-spirited and enterprising environment for the whole school, and a virtuous circle conducive to students' learning is taking shape.

Third, Dragon Culture and Class Culture Construction

The author teaches in a key class of liberal arts in a high school. The students have relatively good grades and strong discipline, and their behavior habits are not worrying. However, in the teaching process, the author found that students' learning methods are lack of innovation, and their bad study habits are tired of changing, so that the whole class is relatively excellent at ordinary times but stops at Excellence, and there is no motivation to jump out of school to pursue Excellence. In this regard, the author combines the dragon culture, and strives to create a class culture with lofty aspirations and forge ahead, "to make it work on students' physical, physiological, psychological and spiritual levels, so that students can acquire the literacy needed for future growth and development and promote social progress" [4]. 1. Dragon culture series theme class meeting design stimulates students' fighting spirit. The author designed four class meetings with the same theme: self-improvement like a dragon, never-ending like a dragon, unity and cooperation like a dragon, and benefiting mankind like a dragon. Through explanation and discussion, film appreciation, cooperative exploration, speeches and other forms, the various qualities of dragons are deeply discussed; Through students' personal experience, I realize my current shortcomings and urge myself to aim high like a dragon and dare to compete with better students. 2. Carry out dragon culture education in various activities of the class. Let students sing, write, draw and talk about dragons in colorful recreational activities, competitions, handicrafts, paintings, speeches and other activities, so that dragons can truly become a part of students' study life and become their intimate friends. In this way, habit formation education and innovation education are unconsciously completed in the process of relaxation and pleasure rather than plastic surgery, which greatly improves the pertinence and effectiveness of education. 3. Form a joint force of education to ensure the "seamless connection" between dragon culture and education. Through the teachers' contact meeting, we can reach a * * * understanding among teachers, and consciously carry out dragon culture education in the teaching process to form a teaching synergy; Reach an understanding with parents through parent-teacher meetings to ensure that dragon culture education is "uninterrupted" in the family and form a joint force between home and school; By interacting with the community and carrying out theme activities, students can participate in dragon culture-related practical activities in the community and form social synergy.

Four. conclusion

Practice has proved that teachers and students have benefited a lot from promoting moral education with the theme of dragon culture in schools and classes. The pioneering spirit in dragon culture makes teachers conscientious in teaching and overcome difficulties; In scientific research, "hard work is still strong, and it is the wind of east, west, north and south"; An atmosphere of competing for the upper reaches is taking shape. The great ambition in the dragon culture makes students look at the whole region and pursue Excellence in their studies; Unity and mutual assistance in life, strong sense of responsibility; The mental outlook of the students in the school is brand-new, and their study is even more courageous: Ye Yan, a classmate in the class, won the first place in the composition of the whole district in the just-concluded district final exam, creating the history of the school. In a word, the six spirits embodied in Dragon Culture are of great benefit to moral education in schools, and are worth popularizing in primary and secondary schools and universities.

References:

[1] Tang: Notes on Chu Ci, Shanghai Ancient Books Publishing House, September 20 12.

[2] Shen Runfa: "Dragon Culture of China People", "Science Grand View Garden", 20 12 No.3.

[3] Wang Yongkuan: "Macroscopic Investigation of Dragon Culture", "Journal of Luoyang Normal University", 2003 1 month.

[4] Yu Chaoying: "On the Construction of Banlong Culture", "Scientific Consultation", 20 13 No.36.

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