Rearch on the Educational Reform of Chine and Foreign Folklore
Ran Li1,2
1Huazhong University of Science and Technology, Public Relationship Management School
2Wuhan Business University, Tourism Management School
Abstract: The compulsory cour of tourism major in colleges and universities includes Chine and foreign folklore. This cour requires students to memorize customs and culture, which is difficult to learn. Under the background of educational reform, teachers should study and analyze Chine and foreign folk customs, handle students’ learning problems to carry out teaching reform according to the curriculum. At the same time, they should also optimize teaching methods and t up interesting practical activities with the help of multimedia technology innovation. Through implementing the methods, students can actively understand the knowledge of Chine and foreign folk customs, get rid of the limitations of mechanical memory and others, and promote learning effect. Combined with the teaching practice of Chine and foreign folk customs, this paper analyzes the problems existing in teaching practice, and discuss the effective teaching reform strategies to provide a reference.
Keywords: Chine and Foreign Folklore; Cour teaching; Reform; Rearch analysis DOI:10.47297/ wsprolaadWSP2634-786504.20210204
1. Introduction
I n the new era, China has developed rapidly, driving the progress of tourism, transportation and other industries. The scale of the industries has expanded significantly, providing more jobs for people. Modern people are more in pursuit of improving the quality of life. They usually play during holidays and other periods, who demand for tourism is more diversified. Teachers teaching tourism should lead students to learn the customs of different regions and countries, make them deeply understand cultural differences between countries, and guide them to improve their n of identity in multiple cultures. It can help students master professional knowledge, deepen their understanding of Chine and foreign folk customs, and promote students to better face their future
About the author: Ran Li (1991-04), Female, Han Nationality, Origin: Yichang, Hubei, College of Tourism Management, Title: Lecturer Master Degree, Rearch Interests: Public Management, Tourism Management, Bilingual Education.
Funded project: Wuhan business University. School level Teaching and Rearch Projects of Wuhan
Business University: Bilingual cour “Chine and foreign folklore” bad on single ca project financial support: WBU Academy Education [2018] No. 27.
Rearch on Literary and Art Development Vol.2 No.4 2021 positions.
2. Problems Existing in Teaching Chine and Foreign Folklore in Colleges and Universities
(1) Unreasonable Design in Textbook and Insufficient Class Arrangement
In the textbook, its teaching content mainly includes domestic and foreign folk customs. Domestic division of culture and customs is mainly bad on geographical areas, including the middle and lower reaches of the Yangtze River, Tibet, Lingnan and Northeast China. There are differences in folk customs in various regions. Foreign Folklore is mainly divided according to continents, such as Asia and North America and so on.
Many countries have similar religious beliefs, language and culture, and their folk characteristics are also similar. In the Chine and foreign folk custom textbooks in colleges and universities, teachers usually explain the folk culture of different countries, and the contents are repeated, which increas difficulties for memorizing and makes it difficult to sort out and summarize. Secondly, class hours are
not enough, so it is difficult for teachers to fully carry out the curriculum, and teaching effect is far lower than expected. In this ca, teachers can only simply explain the relatively simple content, which is difficult to expand and extend, resulting in students’ insufficient understanding of the cour.
(2) Single Teaching Mode, Lack of Practical Activity Design
At this stage, many teachers still adopt lecture-style teaching method in colleges and universities, which leads to students being passive in curriculum learning and their learning enthusiasm being chilled. This single mode will make cour more boring, and some students will be distracted. College teachers using this teaching model to explain folk customs and other knowledge will limit students’ exploration ability in learning folk.
Secondly, some teachers lack of design practice and only pay attention to explaining relevant theories, resulting in students can only understand textbook knowledge. It will make their cognition of Chine and foreign folk culture deviate, and their mastery of folk customs in different countries is incomplete, which will have a great negative impact on their future development.
3. Effective Strategies on Reform of Teaching Chine and Foreign Folklore in Colleges and Universities
贡菊花(1) Innovating and Optimizing Teaching Methods to Promote Students to Give Full Play to Their Subjective Initiative
班级运动会口号In the process of teaching, college teachers should skillfully design the interactive links, let students actively understand the knowledge of national folk culture, and guide each student to actively participate in the discussion.
It can make students pay more attention to class and have a deeper understanding of relevant folk culture. Firstly, college teachers should analyze the curriculum characteristics,
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design topics such as the differences in folk culture between Southeast Asia and America, and actively communicate with students around the topic. On the basis of understanding students’ mastery of relevant theoretical knowledge, let students sort out and analyze from an objective perspective, so as to make students feel the fun of cour learning.
Secondly, college teachers should innovate and design exploratory teaching method, optimize and improve the whole teaching process around students’ interests, and highlight the teaching focus of C
hine and foreign folk culture. It is also necessary to guide students to collect national folk culture and promote students to better understand folk customs. For example, teachers can briefly explain the national economic and cultural center and urban development, let students introduce the folk culture of different regions to guide students to collect folk culture of corresponding regions. It can enable students to understand the cultural differences in different regions and create a positive and active atmosphere.
At the same time, college teachers can adopt inquiry teaching methods to guide students to analyze the similarities in religious beliefs in different countries. At the same time, guide students to sort out the differences between countries and form them into tables to improve students’ learning efficiency of Chine and foreign folk custom cours and strengthen students’ ability of understanding and analysis.
(2) Reasonably Setting Teaching Objectives and Clarifying Cour Chapters Themes
College teachers should analyze the unreasonable parts in the content design of teaching materials and clarify the teaching objectives. They can also u multimedia to show the folk customs and architecture of different countries, so that students can intuitively understand the relevant cultures.
抄党章At the same time, teachers can clarify the main topics in cours and reconstruct the contents of teaching materials. For example, they can effectively integrate similar cultural contents of different countries and improve their systematicness. When explaining the religious beliefs of different countries, they can group and reconstruct the contents of the teaching materials to clarify the most important religious beliefs in the world. Europe, Oceania and some North American countries mainly believe in Christianity with a large number. In some countries in the Middle East and Southeast Asia, they believe in Islam which exists many churches and believers.
Bad on it, teachers can guide students to analyze the impact of religious believers on people’s diet and folk etiquette to deeply understand the relationship between religious belief and folk culture. The student can comprehensively study multiple regions with the same religion to have a good understanding of the corresponding architectural culture, and the learning efficiency of the actual cours will be significantly improved.
Finally, teachers should integrate repeated contents which can guide students to sort out and summarize to promote the efficiency of classroom teaching. Through this method, problems such as too simple teaching explanation can be avoided. In addition, teachers should integrate the vague contents and design the teaching schedule in combination with the class time, so that students can d
eeply understand the knowledge, so as to improve teaching effect,.
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(3) Organizing and Carrying out Practical Learning activities to Promote Students to Understand Folk Culture
Folk culture is cloly related to students’ life, mainly reflected in clothing and handicrafts. In order to make students better contact with the phenomenon of folk culture, college teachers should organize and carry out practical teaching activities, break through the limitations of theoretical teaching in the classroom to let students understand folk culture through social practice. Firstly, college teachers can let students e all kinds of folk things in life, guide students to understand theory, analyze practice, and promote students to deeply understand the corresponding folk phenomena. Secondly, teachers should lead them to investigate the birthplace of culture and contact the production process of cultural and artistic handicrafts. For example, teachers can let students visit shaping Town, Changsha, China. Students can deeply understand the production process and requirements of Xiang embroidery.
4. Conclusion
透水预兆
In conclusion, college teachers should analyze the shortcomings of traditional teaching and implement targeted reform measures in combination with students’ interests under the educational reform. For example, teachers can innovate teaching methods to promote students’ subjective initiative in curriculum learning. They can also reasonably t teaching objectives and clarify teaching themes to improve the learning efficiency of the cour. At the same time, college teachers should organize practical learning activities to enable students to know folk culture in life to broaden their horizons through practical learning.
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