Significance and Path of Integrating Local Culture into School-Based Chinese Curriculum in Middle Schools of Shandong Province

Huang Kang

doi:10.54691/52saph84

Authors

Huang Kang

DOI:

https://doi.org/10.54691/52saph84

Keywords:

School-Based Curriculum; Local Culture; Chinese Course in Middle Schools; Core Literacy; Cultural Self-Confidence.

Abstract

The local culture of Shandong Province with unique characteristics provides valuable resources for the development of school-based Chinese curriculum in middle schools. From a cultural perspective, a school-based curriculum injects impetus for the times transformation and innovative development of local culture. From the curriculum perspective, the integration of local culture is conducive to expanding the curriculum extension. Meanwhile, the integration of school-based curriculum and local culture improves students' comprehensive quality, which has been practiced in primary and secondary schools in Shandong. The path of integrating school-based Chinese curriculum into local culture in middle schools in Shandong Province should be considered from many aspects such as curriculum form and curriculum content. The development of a school-based curriculum should follow the principles of comprehensiveness, instrumentality, humanism and practicality with a clear concept of curriculum development. Besides, attention should be paid to curriculum evaluation to realize their organic integration to the greatest extent.

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