Research on the Effective Integration of Local Curriculum Resources and Middle
School Chinese Teaching
Keywords: Local curriculum resources, Chinese teaching in middle schools, Integration,
Exploitation
Abstract: The traditional Chinese teaching can’t get rid of the thinking set of classroom and Chinese
textbook, which narrows the category of Chinese. Local curriculum resources are close to the
growing background and living environment of students and reflect the familiar things in the real life
circle of teachers and students. In view of the dilemma, the author tried to integrate local curriculum
resources into Chinese teaching of middle schools. Through teaching practice, the author found that
the effective integration of local curriculum resources and middle school Chinese teaching could
expand the breadth and depth of teaching content, and realize the natural extension of Chinese
teaching from class to outside class.
1. Introduction
Chinese New Curriculum Standard points out: Chinese teachers should attach great importance to
the exploitation and utilization of curriculum resources, carry out all kinds of activities creatively,
enhance students' awareness of learning and using Chinese in various occasions, and improve their
Chinese ability in many aspects. [1]In Chinese teaching, the exploitation and utilization of Chinese
course resources will have a positive and profound influence on the improvement of students' Chinese
literacy in an all-round way. But for a long time, the traditional Chinese teaching is always unable to
go out of the thinking set of classroom and Chinese textbook, and often narrows the scope of Chinese
unconsciously. In the northwest of China, Chinese textbooks are still the only curriculum resources
for most Chinese teachers. The author made a questionnaire about the exploitation and utilization of
Chinese teaching resources in junior middle schools to 159 Chinese teachers in 13 junior middle
schools in his area. The survey results are shocking, 78% of Chinese teachers has never carried on the
development of Chinese teaching resources in their daily teaching. Chinese textbooks, teaching
reference books and counseling materials are the teaching resources they rely on for a long time.
However, many of these teaching resources are divorced from the reality of local students' lives, so it
is difficult to stimulate their interest in learning and improve their learning enthusiasm. As time
passes, many middle school students lose interest in Chinese learning and gradually become students
with learning difficulties.
How to change the dilemma? Chinese New Curriculum Standard provides us with the answer. It
emphasizes that Chinese curriculum should rationally use and exploit course resources actively, and
strive to expand the channels of learning and using Chinese. At present, Chinese textbooks for middle
schools in China have touched on Chinese culture in a broad sense, but local curriculum resources are
difficult to be well reflected in unified Chinese textbooks due to regional differences. Local
curriculum resources are mostly in the state of being idle and ignored. After a painful experience, we
are pleasantly surprised to find that local curriculum resources are more suitable for our middle
school Chinese teaching because they are close to students' growing background and living
environment. In view of this, for the middle school language teachers, how to excavate and make use 510
of fresh local curriculum resources, and how to take effective teaching strategies to combine local
curriculum resources with Chinese teaching organically, and stimulate students' learning interest and
improve their learning enthusiasm, has become an urgent problem to be solved in the Chinese
teaching of the majority of middle schools in northwest China. Needless to say, the author puts
forward the idea of integrating local curriculum resources into Chinese teaching, aiming to advocate
the majority of front-line teachers to integrate the content of Chinese teaching materials and local
culture learning. And they introduce local curriculum resources into Chinese teaching timely and
moderately, expand the breadth and depth of teaching content, and make every effort to realize the
natural extension of Chinese teaching from class to outside class. At the same time, through the
exploration of local culture, students can experience the history, culture and scenery of their
hometown, which opens a window of Chinese in daily life for them and improves their Chinese
literacy imperceptibly.
2. A Brief Description of Local Curriculum Rescources
Generally speaking, local curriculum resources refer to a series of contents with positive
educational significance that reflect the cultural psychology of the masses in terms of natural
conditions, social economy, science and technology, humanities and other aspects in a specific
administrative region where teachers and students and the school are located. Specifically, it includes
local history, geography, species ecology, cultural customs, experience of life and production, social
and technological progress and other material and non-material factors that are conducive to the
realization of the curriculum objectives. [2] Taking a look at the concept, we can find that it reflects the
real social life and local customs, and the familiar things in the life circle of teachers and students. In
the process of integration and utilization of local cultural resources with Chinese teaching, we can
mobilize teachers and students to sort out the rich local curriculum resources together by means of
local materials, and optimize and integrate them into usable Chinese teaching resources. This can not
only broaden students' horizons, but also form a unique and operable curriculum resource. At the
same time, Chinese teachers try to introduce these contents in students' daily learning and life, which
is of profound and realistic significance to cultivate their love for life, as well as to discover and solve
problems in life and improve their social cognitive ability and practical ability.
Taking Liangzhou District of Gansu Province as an example, the local curriculum resources
mainly include:
2.1 Local History
In ancient times, Liangzhou was known as Yongzhou, Guzang, Xiutu and so on. It belongs to
Wuwei City, located in the central part of Gansu Province, the eastern end of the Hexi Corridor. In
121 BC, Emperor Wudi of Han Dynasty established four counties in Hexi, namely Wuwei, Jiuquan,
Zhangye and Dunhuang. In 106 BC, there were 13 states in China, and each of them has one
prefectural governor, which was called 13 prefectural governors. Wuwei County belonged to
Liangzhou prefectural governor Department. From then on, the name of Liangzhou began. It means
“located in the west, often cold”. In AD 220, Emperor Wen of the Three Kingdoms established
Liangzhou. Until the Western Jin Dynasty, Guzang had been under the jurisdiction of Liangzhou.
During the 16 states of the Eastern Jin Dynasty, the Former Liang, the Later Liang, the Southern
Liang, the Northern Liang and the Early Tang Dynasty's Daliang all had built their capitals here.
During the period of the PRC (the People's Republic of China), Liangzhou basically followed the old
system. On September 16, 1949, Wuwei was liberated. On June 19, 1985, approved by the State
Council of the PRC, Wuwei County was changed into Wuwei City. On July 27, 2001, approved by
the State Council of PRC, the prefecture-level Wuwei City was established, and the former
county-level Wuwei City was renamed Liangzhou District.
2.2 Poetry Culture
Liangzhou Ci is an immortal legacy cultivated by thousands of years of history. It is the essence of
characters baptized by the style of Han Dynasty and the rhyme of Tang Dynasty. It is the long and 511
splendid cultural witness of Liangzhou. It is a great stage for the creation of Chinese frontier poetry.
Frontier poetry is a wonderful flower of Chinese poetry. Especially the frontier poetry of Tang
Dynasty is the essence of Chinese poetry. In Tang Dynasty, frontier fortress poems had been written
by most of the poets, such as Cen Shen, Gao Shi, Wang Zhihuan, Wang Han, Wang Changling, Li Yi
and so on. And most of their frontier fortress poems were related to Liangzhou. In addition, Luo
Binwang, Chen Zi-ang, Li Bai, Wang Wei, Meng Haoran, Wang Jian, Zhang Ji and others also wrote
some frontier fortress poems related to Liangzhou. According to statistics, there are nearly 2000
frontier fortress poems in the whole Tang Dynasty, of which more than 100 poems with Liangzhou Ci
as the title or Liangzhou as the background. After Tang Dynasty, there were still many frontier
fortress poems titled Liangzhou Ci. Reading Liangzhou Ci makes people feel the cultural essence
contained in Liangzhou, and appreciate the cultural charm of Liangzhou: rich and brilliant, open and
inclusive, magnificent and innovative.
2.3 Scenic Spots and Historical Sites
Liangzhou has a long history, a gathering of people and profound cultural deposits. There are 10
key cultural relics under national protection in the region: the Confucian Temple of Wuwei, Xixia
Tablet, Leitai Han Tomb, White Pagoda Temple Ruins, Tiandishan Grottoes, the Great Wall,
Hantanpo Tombs, Mozhuizi and Wuba Mountain Tombs, Gaochang King and Xining King Tombs,
and Haizang Temple. The Confucian Temple of Wuwei was built in Ming Dynasty (1437--1439). It is
known as “the crown of Longyou Academy”. It is composed of 3 parts: Confucian Academy,
Confucian Temple and Wenchang Palace. The Xixia Tablet is the only Xixia tablet inscription with
the largest number of Xixia characters being in contrast with Chinese and the most complete
preservation in China so far. In particular, nearly 2000 Xixia characters have been called as the living
dictionary for the study of Xixia languages by Chinese and foreign scholars. Leitai Han Tomb is
famous for the unearthing of the icon of Chinese tourism, a horse riding a swallow. In 1983, it was
announced as a key cultural relic protection unit in Gansu Province. In 2001, it was announced as the
5th group of key cultural relic protection units in China by the State Council of PRC. The White
Pagoda Temple in Liangzhou is the site of the “Liangzhou Talks” between Saban and Kuoduan. It is
the historical witness of the subordination of Tibet into the territory of China. In 2001, the State
Council of PRC designated it as a national key cultural relic protection unit. Tiandishan Grottoes,
founded in the Northern Liang during the 16 Kingdoms Period of the Eastern Jin Dynasty, has a
history of about 1600 years. It is one of the earliest grottoes excavated in China, and also a
representative of the early grottoes art in China. It is the source of Yungang Grottoes and Longmen
Grottoes, and occupies an important position in the history of Buddhism in China.
2.4 Tourist Attractions
Liangzhou is a national historical and cultural city, China's outstanding tourism city, China's
tourism icon city and China wine city. Now it has developed five national 4A level tourist attractions,
including Leitai Scenic Area (Han Culture Museum), the Confucian Temple of Wuwei (Museum),
Shenzhou Desert Wildlife Park, White Pagoda Temple and Desert Park. Four national 3A-level scenic
spots: Huangyang River Leisure Agriculture Tourism Area, Kumarashi Temple, Liangzhou Botanical
Garden and Tianyi Ecological Park. There are four national 2A level scenic spots, such as Tiandishan
Grottoes and Haizang Park. Among them, Shenzhou Desert Wildlife Park is the largest desert wildlife
protection base in western China. Qingyuan Town of Liangzhou District was selected as the 1st batch
of featured towns by the Ministry of Housing and Urban-Rural Development of PRC, and Dragonfly
Village of Gaoba Town was selected as the “China's Most Beautiful Leisure Village” by the Ministry
of Agriculture of PRC in 2015.
2.5 Folk Culture
When mentioning folk culture of Liangzhou, we should first talk about Shehuo. There is an old
folk legend about the formation of it here. During the Spring and Autumn Period, the states of Chu
and Qi went to war. King Zhuang of Chu was besieged in the city and couldn’t break out. It was the
Spring Festival. He was thinking hard about how to break out of the siege. Finally, he came up with a 512
plan. He dressed up as “Master of Spring”, his attendants as deacons and yamen, the imperial soldiers
as drum makers, concubines of the queen and the ladies of the palace as waxwork ladies, military
officials as King Kong or Arhats. They followed by common people, and the last were the imperial
doctors. Therefore, he was able to escape from danger. In order to commemorate this escape, people
of Chu made Shehuo in accordance with the above rules during the Spring Festival every year. And he
was also respected as the ancestral master of the Shehuo team. The 2nd is the Lantern Festival. On the
eve of it (the night of the 15th in the first lunar month), people of Liangzhou go out to watch lantern
show. If they come across a dragon lantern, the lantern watchers must go under it, saying that he had
got the “light of the dragon”. It is also said that the dragon is the mascot of many children and
grandchildren. And the “灯” is composed of “火”(fire) and “丁”(person). After coming across the
dragon lantern, you will have many children and grandchildren and prosperous days. Attacking drum
is a folk drum dance spread in Siba Town of Liangzhou. During the Spring Festival every year, the
villagers will organize themselves to visit the village and perform. Sometimes, they will also perform
a drum performance, which is called “meeting the drum”.
2.6 Diet Culture
Speaking of Liangzhou, first of all, everyone thinks of the Confucian Temple of Wuwei, Xixia
Tablet, Leitai Han Tomb and other most representative landmark buildings. In fact, eating here can
also reflects the authentic folk customs. Eating in Liangzhou, this phrase from the side reflects its
characteristics of food on behalf of the diet culture. Three sets of cars(三套车): long noodles,
preserved pork, Fu tea with rock sugar and jujubes. It is well known in the Hexi Corridor. No matter
visitors or local local people love it. Walking into Beiguan market and some other markets in the city,
when you see a bowl of noodles, a plate of preserved pork and a cup of jujube tea, you will have a
strong appetite. It is very suitable for the old and young, known as Liangzhou fast food. The
Mid-Autumn Festival is celebrated on the 15th day of the 8th lunar month. There is a saying here,
“May 5th wears out, August 15th sets out”. In fact, the food which people set out on August 15th is the
big moon cake of the Mid-Autumn Festival, which has dozens of layers of colorful patterns and is
very beautiful. The most outstanding characteristic of it is big. In addition, there are small moon cakes
and cakes in the shape of various animals. Other special snacks here include Gaozhuang steamed
bread, rice soup with potatoes, cold noodles and so on.
2.7 Achievements in Economic and Social Development
Since ancient times, Liangzhou has been a fertile place of “dense population and flourishing
farming”, and an important commercial port in northwest China. In ancient times, it was known as an
important place of “connecting the vast grassland and controlling the throat of the five counties” and
one of the nodes of the Silk Road. In recent years, Liangzhou District has focused on highlighting the
industrial advantages in accelerating the economic and social development. And it has made great
efforts to build itself into “Ancient Capital of Five Liang”, “Hexi Metropolis”, “Home of Galloping
Horse Treading on a Flying Swallow”, “City of China's Tourism Logo”, “City of China's Opening to
the Outside World “, “Famous Historical and Cultural City”, “Excellent Tourist City”, “Chinese Wine
City”, “China Wine City”, “Liang Capital”, “Hometown of Liangzhou Ci”, “the Historical Witness of
the Subordination of Tibet into the Territory of China”, “The Town of Chinese Ginseng Fruit” and
“National Demonstration Zone of Leisure Agriculture and Rural Tourism” and so on. At the same
time, it also concentrates on developing specialty industries such as fine tourism, special breeding,
specialty cultivation and wine.
3. Research on the Intergration of Local Curriculum Resources and Chineses Teaching in
Middle Schools
Chinese is a comprehensive subject, which involves a wide range of knowledge that no other
subject can compare with. This determines that only the integration of Chinese and other subjects can
deepen students' understanding of the texts, comprehensively strengthen their abilities of listening, 513
speaking, reading and writing, and truly enhance their Chinese literacy. Needless to say, the Chinese
class should be open and vigorous. We (Chinese teachers) should try our best to broaden the field of
learning and using Chinese. And we should pay more attention to the study of subjects and the use of
modern technical means so that students can broaden their horizons and improve their learning
efficiency through the cross-penetration and integration of different contents and methods.
3.1 Use Local Resources in Chinese Classroom Teaching
Humanism is an important feature of Chinese. The new outline also clearly stipulates “developing
healthy personality and forming sound personality”[3]. In the report of the International Commission
on Education in the 21st Century, it clearly points out that “human beings are not only the primary
protagonist of development but also the ultimate goal of development”. The United Nations
Educational, Scientific and Cultural Organization also states: “Education should serve the whole life”.
Therefore, the ultimate goal of Chinese teaching should be to educate people. It teaches students to
learn to be a person first, and correctly coordinate the relationship among people, nature and society,
so that they can develop harmoniously together. Through Chinese learning, students absorb the rich
humanistic spirit contained in Chinese learning, and finally achieve the purpose of nourishing their
soul, edifying their sentiments, improving their life realm and forming a sound personality. With the
updating of the syllabus, the humanism of the text is more prominent. How to develop and utilize
local curriculum resources through classroom teaching, the author has made the following
exploration and attempt.
3.1.1 Warm Up with Local Curriculum Resources to Create Chinese Learning Atmosphere
Before class, students can use 3 to 5 minutes to carry out Chinese activities. Let the students tell
stories about famous people in their hometown, or introduce a place of historical interest or special
products here. Let the students sing a hometown folk song, or perform a section of Liangzhou
Xianxiao, etc. Students can also organize a poetry recitation or a handwritten newspaper competition
on the traditional festival. Every Spring Festival, let the students write Spring Festival couplets and
give them to their classmates and neighbors and so on.
For example, when learning Liangzhou Ci (Wang Han in Tang Dynasty), the author asked the
students to use the network to collect and record the famous people's anecdotes related to the origin of
ancient Liangzhou. In this way, he stimulated their enthusiasm and initiative in learning Chinese so as
to enhance their comprehensive learning ability. In class, students competed to speak: “Liangzhou Ci,
the name of Yuefu, was originally a song in Liangzhou. Poets in Tang Dynasty often used this tune as
lyrics to describe the scenery and war scenes in the northwest frontier area. This song was the lyrics
written by Wang Han for Liangzhou Song.” “Liangzhou was the northwest frontier of Tang Dynasty,
now Wuwei City, Gansu Province.” “A luminous cup is a wine glass made of white jade, whose light
can be used for illumination. The luminous cup and the wine are both specialties of the northwest.”
“On October 27, 2012, Wuwei was named the Wine City of China.”... A small activity could make the
students use their accumulation and understanding of local culture knowledge to express their
thoughts and feelings in a free and harmonious classroom environment. Finally, the whole class
ended in the students' fluent recitation of “They sing, they drain their cups of jade, they strum on
horseback their guitars. Why laugh when they fall asleep drunk on the sand ? How many soldiers ever
come home?”.
3.1.2 Relate Local Culture to Deepen the Reading Comprehension of the Text
Chinese has the characteristics of humanity, knowledge and interest. The same goes for local
culture. In the daily teaching, we can guide the students to understand the local history, geography,
culture, economy, local customs and so on, and learn to think and express, and form the factors that
can promote their acceptance of new knowledge.
For example, in the course of Observe the Weather by Looking at the Clouds, the author asked the
students to collect and record local proverbs related to the change of weather. In class, students spoke
enthusiastically: “If the east wind blows fast, the people prepare their bamboo hats in case of heavy
rain”, “If the east wind comes after the rain, it will rain still more”, “If the wind comes before the rain, 514
the rain will not last long. If there is no wind after the rain, the rain never stops”, “No east wind, no
rain. No west wind, no sunny”, “If it thunders, the rain is light. If it doesn't thunder, it rains heavily”,
“If it thunders heavily, it rains for a long time”, “The loach jumps, rain comes”, The frog croaks, the
rain comes”, “When an ant moves, it rains sooner or later”, and so on. In this way, not only the
classroom atmosphere was enlivened, but also the students' interest in Chinese was stimulated.
3.2 Use Local Curriculum Resources in Chinese Subject Competitions and Interest Group
Activities
“Learning is not to receive information stimulation passively, but to construct meaning actively. It
is to obtain his own meaning through actively selecting and processing external information
according to his own experience background.”[4] Needless to say, integrating local curriculum
resources being close to students' realities and lives into Chinese competition activities can stimulate
their enthusiasm for Chinese learning and love for their hometown to a certain extent, and play a good
guiding role for them. Based on this idea, our school held Chinese subject competitions with the
theme of loving hometown in each grade: the Chinese handwritten newspaper contest in Grade 7, the
Mandarin speech contest with the theme of “I love my hometown” in Grade 8, and the composition
contest with the theme of “introducing the new features of my hometown” in Grade 9. These
competitions have exerted a great influence among students and created a good atmosphere for
Chinese learning. At present, many schools have set up the Chinese interest group. The teachers can
make use of this opportunity to permeate local cultural knowledge in it, and use the radiation role of it
to stimulate the whole students’ enthusiasm to learn Chinese.
3.3 Use Local Curriculum Resources in Extra-Curricular Activities
Chuang Tzu said: “If the water is not deep enough, there is no strength to carry a large ship. If the
wind is not strong enough, there is no strength to carry the wings. Lv Shuxiang said: “For a few
students who are good at Chinese, if you ask them about their experience, they will all say that they
benefit from extracurricular activities”[5]. In teaching practice of many years, I have gradually
realized that extracurricular activities are the paradise for students to learn Chinese. It not only makes
students to increase their knowledge in happiness, but also enriches their lives, broadens their
horizons, stimulates their interest in learning, deepens their experience of the language, and improves
their own comprehensive quality. After the students walk out of the campus, they can get closer to
nature and feel nature better. If we want to improve students' Chinese literacy, we must combine
knowledge and practice effectively. In order to deepen the understanding and love of the local culture,
the author once led the students to visit the Confucian Temple of Wuwei, Leitai Han Tomb, White
Pagoda Temple Ruins, and other places of interest. Each time they had a feeling of “being trapped in
a cage for a long time, and going back to nature now again”. In the process of visiting the scenic spots,
they felt the harmony of nature, and couldn't help reciting the ancient poems describing the mountain
and water. They gained the first-hand good materials for writing from the travel and enhanced their
love for the local culture. After each activity, they could write down a lot of good works from
different angles. I could feel the joy in their words.
3.4 Use Local Curriculum Resources in Daily Life
In the book of Return Fertile Soil for Chinese Learning to Students, Wu Daide emphasizes that life
is the fertile land for students to learn Chinese. [6] Language comes from life, and applies to life and
serves life. Therefore, to talk about Chinese learning without real life is tantamount to water without a
source and tree without roots. Chinese learning has lost its fertile soil of growth and development.
Nowadays, with the acceleration of urbanization and industrialization, the traditional festival culture
has gradually faded out of people's life. Take the Spring Festival as an example, people used to say
“rich or poor, go home for the Spring Festival”, from which we can feel that people see the Spring
Festival family reunion is more important than anything else. But now the feeling of it is becoming
weaker and weaker. Fireworks can not be set off at will. New Year's money has also lost its original
meaning. The customs of eating family reunion dinner at home, pasting couplets, and paying New
Year's greetings, are very rare in the city. Tomb-sweeping day is an important festival to worship 515
ancestors. Now many parents are busy with their work, and few of them return to their hometown to
worship ancestors. Some only return to their hometown without their children. During the Dragon
Boat Festival, many families just buy a few Zongzi from the supermarket. Based on this situation, the
author believes that it is urgent to develop local culture education. School and home are two positions
that cannot be ignored. In the practice of local culture education, first of all, the school gives full play
to its educational advantages and promotes the local culture education of the family through its
guidance. Furthermore, positive interaction can be realized between them. In practice, it is the most
feasible way to guide parents to gradually change their educational ideas through school education
and support local culture education in schools. For example, in the course of Suzhou Gardens, I
assigned students to visit Liangzhou Botanical Garden with their parents on weekends and wrote a
composition about the garden when they came back. The photos taken during the visit could also be
attached to the composition. As a result, The following week's composition class, they all handed in
their compositions on time. What's more, the vividness and accuracy of the writings were
significantly improved than the previous ones. The revelation to me is that local culture education can
be dominated by school classroom education, and the school and family can interact actively and
effectively, through the way of school guiding students and students supervising their parents, .
3.5 Use Local Curriculum Resources by Means of Information Technology
In today's society with highly developed information technology, the use of multimedia and other
teaching means will undoubtedly make up for some of the drawbacks in traditional classroom
teaching. In particular, the development and utilization of electronic textbooks has brought us great
convenience. It uses sound, film and painting to display in an all-round way, narrowing the distance
between time and space. In the local culture education, the network information is a very effective
method. It can lead us to experience the charm of ancient culture and stimulate the interest of learners
through the tunnel of time and space. In the network environment, it can maximize the advantages of
multimedia and network interaction and rich resources. It is conducive to creating a relaxed and
harmonious learning atmosphere, and can also enable the students to take the initiative to learn
knowledge and improve their ability to innovate and solve practical problems. They can easily and
quickly access information from books, CDs and the Internet to learn while solving problems, and
improve their practical ability and lay a solid foundation for their lifelong learning.
4. The Principles on Exploitation of Chinese Local Curriculum Resources
The purpose of exploitation and utilization of local curriculum resources in Chinese teaching of
middle schools is to cultivate students' interest in Chinese learning and improve their comprehensive
ability by integrating Chinese textbooks and local curriculum resources. In practical teaching, the
following principles should be observed:
4.1 The Principle of Targeting
In the actual Chinese teaching process, the teachers should choose appropriate local curriculum
resources according to different teaching objects, teaching contents and other needs. The selection of
local curriculum resources should be combined with the teaching contents of the Chinese textbook.
The author's suggestion is that teachers can send questionnaires to students for investigation and
research before the research on the exploitation of local curriculum resources, and so as to find out
what kind of local curriculum resources students are interested in. Only in this way can teachers
understand the real needs of students and carry out the exploitation of local curriculum resources with
a definite object in mind. Don't be too greedy and far-fetched. Make some trade-offs and try to keep
pace with classroom teaching.
4.2 The Principle of Gradual Progress
According to students' characteristics and cognitive ability, the teachers choose some informative,
interesting and authentic contents step by step. At the same time, the contents before and after should
have a certain degree, and strive to achieve the effective cohesion of them. 516
4.3 The Principle of Cooperation
The members of the Chinese teaching and research group must cooperate and coordinate with
other in order to carry out the research on the integration of local curriculum resources and Chinese
teaching. In particular, the teachers of the Chinese group in the same grade should do a good job in
division of labor and cooperation, and unify the content and progress. Because teachers are the main
body of the exploitation and utilization of local resources, the integration of local curriculum
resources and Chinese teaching is just an empty talk without the active participation of them.
5. Conclusion
The effective integration of local curriculum resources and Chinese teaching has brought new
vigor and vitality to Chinese teaching in middle schools. As a middle school Chinese teacher, only
when the local resources are properly integrated and used in Chinese teaching, can we create a
colorful classroom and improve the quality of Chinese teaching, and and open a new spring of
curriculum development one after another. The effective integration and exploitation of local
curriculum resources can not only enhance students' aesthetic taste, reshape their noble personality,
stimulate their love for the humanities of their hometown, deepen their sincere respect for home and
country, but also make students deeply feel the endless charm of Chinese. At the same time, we also
we have to realize that the exploitation and utilization of local curriculum resources in middle
of the northwest area is still in an early stage, has not yet formed the mature local resource
development mechanism and the operation mode, due to the lack of the lack of expert guidance and
the teacher's own factors and so on. Some deep problems remain to be solved, such as how to
introduce local cultural resources in limited classroom teaching time. More quantitative research
needs to be carried out further.
References
[1] Wu Zhonghao, Exploitation and Utilization of Chinese Curriculum Resources, vol.11. Beijing:
Curriculum, Teaching Materials, Teaching Methods, 2004, pp.33-35.
[2] Huang Haosen, the Definition and the Exploitation Principles of Local Curriculum Resources,
vol.1. Beijing: China Education Journal, 2009, pp.81-84.
[3] Li Wenxiu, Analyze the Beauty of Character Image and Shape the Beauty of students'
personality, vol.3. Beijing: China Out-school Education, 2012, pp.29-30.
[4] Cao Shuiqun, A New Perspective of Classroom Instruction Design -- Based on the
Constructivism Theory, vol.1. Xinjiang: Journal of Hetian Normal College, 2010, pp.73-74.
[5] Xue Feng, Life is the Second Classroom of Learning Chinese, vol.8. Jilin: Jilin Education, 2011,
pp.115.
[6] Wu Daide, Return Fertile Soil for Chinese Learning to Students, vol.2. Hunan: Journal of
Chenzhou Teachers College,1997, pp.75-76.
