By the end of 2024, a New Year's Eve welcome event themed around lantern customs will be launched in Class 4, Grade 8, Chaoyang School, Sanfan Middle School, Beijing Normal University, naturally integrating Chinese cultural heritage into children's bloodlines. This activity originated from Wu Boxiao's essay "Lantern" in the Chinese textbook for the second semester of eighth grade. The Lantern "vividly depicts the memory of lanterns and expresses the important significance of lanterns to the author and even the entire nation from different perspectives. The article not only has cultural depth and historical significance, but also integrates patriotism Guo Kaixuan, a Chinese language teacher at the school, integrates reading and life situations in his teaching design, allowing children to extend from the text and explore the folk values and cultural connotations of lanterns. The sails of the returning ship sail past the lighthouse, the footsteps of pursuing dreams intertwine under the moon, the fireworks in the square tell the story of the festival, and the majestic era of the rising stars... "Guo Kaixuan also took the students to watch short videos" 2020 China Nighttime Light Data Map "and" China in the Lights ", observing the current development of China from the perspective of lights. By sorting out the context, reading the language, and combining reading and writing, Guo Kaixuan guides students to gradually deepen their understanding of the connotation of lantern culture. Students then use pre class search materials to write simulated articles, depicting the warmth and prosperity of today's motherland with lights, and then recite music to complete the "relay" with Mr. Wu Boxiao crossing time and space. The small lantern connects the national bloodline and warms the years; The small lantern inherits Chinese culture and solidifies history; The small lantern deeply embodies patriotism and illuminates ideals. Through the study of the article "The Lantern," students can appreciate the elegance of literary language, contemplate the appropriateness of article expression, appreciate the richness of the author's emotions, and lament the inheritance of cultural values Guo Kaixuan was deeply touched. At the end of 2024, at the 9th Youth Traditional Chinese Culture Forum and Intangible Cultural Heritage and Cultural Inheritance Forum of Beijing Normal University, multiple regions and schools focused on the Chinese cultural heritage in the text, connecting educational and teaching resources with core Chinese literacy, outlining the excellent traditional cultural context of China, and showcasing outstanding practical achievements in the forefront of education. Taking poetry about festivals and solar terms as an example: As the festival approaches, the wanderer is in a foreign land, and the family is separated by two places. The sense of time blends with the sense of space, giving rise to various writings of separation and reunion, longing and longing. Among them, the overlapping expressions of life consciousness about the relationship between oneself and the world, interpersonal emotions about oneself and others, and patriotism about oneself and the country bring deeper, broader, and more sincere poetic and cultural connotations Professor Ma Dongyao from the School of Literature at Beijing Normal University said. Usually, knowledge related to traditional festivals is acquired through oral transmission and immersion, which has not received sufficient attention in previous research or learning. Today, educators have fully recognized this and integrated it into the teaching process, allowing excellent traditional Chinese culture to enter children's hearts Associate Professor Tang Lulu from the School of Literature at Beijing Normal University stated. The theme of intangible cultural heritage and cultural inheritance is of great significance to explore how to achieve cultural education and inherit the Chinese cultural context in curriculum teaching Li Mingxin, Chairman of the Chinese Language Special Committee of the Basic Education Teaching Guidance Committee of the Ministry of Education and Principal of Beijing Primary School, stated. The impact of Chinese language courses on students' spiritual world is profound Jia Ling, a member of the Chinese Language Special Committee of the Basic Education Teaching Guidance Committee of the Ministry of Education and Vice President of the Xi'an Education and Teaching Research Institute, has deep feelings about it. "In Chinese language teaching, how to naturally integrate excellent traditional Chinese culture into the blood of children, so that they can be proud of themselves as outstanding descendants of the Chinese nation? What we need to do is to guide them to experience, taste, and feel the power rising in their hearts." Let children inherit and promote intangible cultural heritage through thinking and exploration. "Students, guess what 'masonry' is?" "It's headwear?" "It's Beijing opera costume!" In the students' eager response, Xiao Ning, a teacher at Bao'an Middle School (Group) Experimental School in Shenzhen, opened it up. The video of the Beijing Opera excerpt 'Mu Guiying's Battle against Hongzhou' is for students to watch. In Peking Opera, there is a saying that goes' it's better to wear something torn than to wear it wrong ', which shows the importance of outfit matching.' Masonry 'is a general term for small and large utensils and simple sets on the opera stage, "Xiao Ning told the students. Through reading expanded materials, students further discovered that one table and two chairs could be Liu Bei's golden palace, Xiang Yu's frontier tent, or a scholar's elegant study... The students exclaimed that this "masonry" was really interesting. The beauty of art can stimulate children's rich imagination, while the effects of traditional Chinese art are interdisciplinary and difficult to understand Xiao Ning said. So, when teaching the article "Interesting Talks about Peking Opera", Xiao Ning designed three learning activities: in the comprehensive practice class, he made Peking Opera masks and drew Peking Opera posters; In music class, conduct appreciation of Peking Opera, watch documentaries and short videos; In the group discussion report, stimulate creative ideas in Beijing opera culture. To inherit intangible cultural heritage and creatively promote it, it is crucial to cultivate children's creative qualities and abilities Zheng Guomin, a professor at the School of Literature of Beijing Normal University and the leader of the development and revision team for the Chinese language curriculum standards for compulsory education and high school under the Ministry of Education, stated that both the Chinese language curriculum standards for compulsory education and high school emphasize cultural confidence. To achieve this goal, it is necessary to encourage children to truly think and explore in every class, and to truly improve through the collision of viewpoints and the blending of emotions. The one-way teaching method that only focuses on knowledge output is no longer appropriate. Teachers should guide students to learn how to learn and make them more interested in the traditional culture around them Jia Ling believes. The classroom and tasks should be challenging, allowing children to make leaps in the process of never being able to attend Jin Yan, member of the Chinese Language Special Committee of the Basic Education Teaching Guidance Committee of the Ministry of Education, secretary of the Party Branch and principal of Wuyi Future Experimental Primary School in Haidian District, Beijing, said. Deepening children's understanding of excellent traditional Chinese culture: "Deeply integrating the protection of Ordos culture with tourism development, achieving harmonious coexistence between cultural protection and tourism development through scientific utilization of cultural resources; incorporating traditional music, dance crafts, and other Ordos culture into school curriculum, enhancing the younger generation's understanding and interest in hometown culture; through various forms of community activities such as folk festival workshops, allowing young people to personally experience hometown culture and enhance cultural identity..." This is a proposal written by the students of Class 403, Grade 1, Ordos Second Middle School, Inner Mongolia Autonomous Region, for their hometown when studying the unit of hometown cultural life. Intangible cultural heritage is like a gurgling stream in the long river of time, nourishing people's souls and serving as an important foundation for individual spiritual life Zhang Xiaofang, a teacher at the Second Middle School in Ordos City, Inner Mongolia Autonomous Region, has focused her teaching on conducting interviews and research on the intangible cultural heritage of Ordos. Intangible cultural heritage provides fresh and charming resources for Chinese language teaching. Through exploratory learning, students' cultural confidence has been enhanced, and their practical ability to observe, record, express, and communicate using Chinese language knowledge in real situations has been exercised and improved Zhang Xiaofang said. She organized students to interview in groups on weekends to investigate and record the intangible cultural heritage projects in their hometown, write investigation reports, carry out group mutual evaluation, and display the outstanding research results on the class official account or school official account. Although the students' suggestions may seem immature, they demonstrate a deep love for their hometown and a sincere commitment to building it, filled with a sense of social responsibility and mission Zhang Xiaofang said. We have a 'Contemporary Culture Participation Learning Task Group', which requires students to conduct community cultural surveys, improve their understanding of various cultural phenomena, and interpret their own opinions Wang Wenlong, the head of the Chinese language teaching and research group at Beijing Normal University Affiliated Experimental Middle School and a leading subject in Beijing, stated that an important purpose of Chinese language teaching is to enable students to step out of the classroom and campus and become discoverers, investigators, researchers, and disseminators of contemporary cultural life. (New Society)