"Chinese Curriculum Standards" mentioned: "Make full use of various educational resources, form a multi-channel learning environment, enrich students' learning experience and experience, and create favorable conditions for cultivating students' innovative spirit and practical ability." This is the renewal and perfection of Chinese curriculum concept, and it is also the necessity of the development of modern Chinese education and the deepening of Chinese education reform in the new century. Educational resources include classroom educational resources and extracurricular learning resources. According to the survey, there are five main types of writing materials that middle school students can use: affection, friendship, teacher-student relationship, love for national conditions and nostalgia. However, students' writing is often limited to campus life and family life, because they love the national conditions too much and it is difficult to write. However, local materials are a great treasure hidden in the writing materials around students, but students ignore it and seldom use it, which deserves our deep consideration. Explore the reasons why students ignore local materials in writing, nothing more than:
One is the lack of organizational guidance. Teachers unconsciously guide students to use local materials in writing, do not organize students to carry out activities and discussions around local materials, and even some teachers don't even know what local materials are. How do students consciously use local materials in their writing?
Second, there is a lack of observation and discovery. Romain rolland said: "The world is not short of beauty, but the eyes that find beauty." Many places that students see and walk through every day are unforgettable and valuable ancient bridges, caves, ancient trees and wells, such as Qin Ting, Hanqiao, Wolf Tiger Cave and Hongqi Cave. These are all local materials around us, but the students did not make specific observations and found his beauty and other values, so they could not be written into the composition.
Third, there is a lack of learning spirit of questioning and asking questions. After all, students are too young to know some valuable local information, but you don't know why not ask? For example, why is our town called Liu Quan? What are the "five beads" in Wuzhu Spring? Why is there a canal on the mountain? Why should jiaozi be included in the Spring Festival? Why do you want to stir-fry sugar beans on February 2? Why did you make zongzi on May 5th? Why do you choose lanterns on the fifteenth day of the first month? Why do you want to enjoy the moon on August 15th? Wait, there are one or more beautiful legends behind these place names and customs. Aren't these all local materials? I don't know where you wrote it. I don't know. Why don't you ask? Fourth, there is a lack of habit of looking for records at any time. Every day, TV movies, newspapers, magazines, advertisements, etc. are spreading local materials. Listen to old people telling storytelling, teachers giving lectures, classmates discussing, etc. It also involves some local materials from time to time, but the students all went out with one ear after hearing it, as if they were out of breath. There is no record of hand habits. When writing, I can't remember what I heard and read about the local materials, so I can't use this knowledge when writing.
5. Lack of comprehensive utilization of local materials. Some students know some knowledge about local materials, but they never use them in writing, and they don't know how to apply the local materials they know to writing. For example, students know something about Xiangyang Canal, but they don't know how to write it in their compositions. They don't know how to use Xiangyang Canal to praise the hardworking, intelligent, brave and fearless spirit of the working people and express their love for their hometown, people, labor and motherland. Since they don't know how to use it, how can they use local materials in their writing? Now that we know the reasons why students ignore the use of local materials, we should explore how to let students apply local materials to writing according to these reasons. First of all, teachers should strengthen the cultivation of this ability, no matter in the breadth and depth of understanding of local materials and the ability to collect and screen, they should further improve. On the basis of improving their own quality, we should better guide students consciously, infiltrate local materials into normal teaching, and infect students with their own language actions to use local materials. Secondly, let students know what local materials are and form a deep impression in their minds. The so-called "local materials" refer to the local humanities and social life, cultural customs, historical myths and stories, natural landscapes, objective images and so on, which are the most vivid and basic. For example, my town is located on the shore of Weishan Lake, with 163 hills, Xiangyang Canal Water Conservancy Project, Wolf and Tiger Cave and other natural scenery, Xibao Martyrs Cemetery patriotism education base, Huanggao Temple, Jingshan Dayun Temple, Qin Tinghan Bridge, Daming Palace and other historical relics and legends, as well as Weishan Lake Fish Restaurant, Huanggao Ji Zheng Mutton Restaurant and other famous specialties. And jiaozi's Spring Festival package. The custom of making zongzi on Dragon Boat Festival, festival culture, etc. So that students can cultivate their humanistic spirit on the basis of fully feeling the local material culture.