First, the significance of cultivating the consciousness of national unity and progress in junior high school history teaching
1. Maintain national unity and promote economic development.
(1) The cultivation of the consciousness of national unity and progress is conducive to young students consciously resisting ethnic separatist activities and fulfilling their obligations of safeguarding national unity; It is conducive to maintaining national unity and social stability.
First of all, it can help young students understand the historical truth, expose separatist plots, oppose national separatism, and make contributions to safeguarding national unity. Second, the consciousness of national unity and progress is an important guarantee for social harmony and stability and long-term stability of the country.
(2) The cultivation of the consciousness of national unity and progress is conducive to the coordinated development of socialist economy.
Junior high school is a basic period for the conception and formation of a person's national outlook and national outlook. It is of great significance to cultivate his consciousness of national unity and progress from this time on for his personal future growth and for the economic development of the motherland. Without the consciousness of national unity and progress, there will be no national unity; Without a stable and United political situation, there will be no economic development. The cultivation of the consciousness of national unity and progress is related to the goal of building a well-off society in an all-round way and the overall situation of building Socialism with Chinese characteristics. [2]
2. Promote the construction of harmonious classes and harmonious campuses.
National unity is an important issue related to "national unity, social stability, border defense consolidation and successful construction". Doing a good job in national unity education means doing a good job in stability and safeguarding national unity. National unity is an important part of building a harmonious society, and the school is a small society to some extent. It is of great practical significance to educate students on national unity on campus and cultivate their awareness of national unity and progress. In the school where the author works, Han students are in the majority and minority students are in the minority. Class management and teaching are always permeated with the cultivation of national unity and progress consciousness, which enables students to form an atmosphere of mutual respect, mutual help and mutual learning, and forms a United and enterprising learning atmosphere, which is conducive to promoting the harmonious construction of classes and campuses.
3. The necessity of strengthening quality education for teenagers
Carrying out national unity education is the need to strengthen quality education. A problem that can't be ignored in quality education is to educate students to establish a correct view of nationalities and understand the truth of equality of all ethnic groups from an early age. National unity education is an important part of patriotism education and moral education. Contemporary teenagers shoulder the great mission of building the motherland. They need not only rich scientific and cultural knowledge, but also the ability to deeply analyze various historical and social issues. Strengthening national unity education in junior middle school history teaching is conducive to cultivating students' ability to understand, analyze and solve ethnic problems and improving their own quality.
Second, the main content of cultivating the consciousness of national unity and progress in junior high school history teaching
1. Cultivation of national equality consciousness
National equality is the premise of national unity. Cultivating young students' awareness of national equality is the premise of cultivating their awareness of national unity and progress. Specifically, it includes the following contents:
(1) Fully guide students to understand the historical contributions of all ethnic groups.
Mr Fei Xiaotong pointed out in his book "The Multi-integration Pattern of the Chinese Nation" that Chinese civilization, as one of the ancient and lasting civilizations of human society, was the product of the combination of the farming culture of the Yellow River and the grassland culture north of the Great Wall at the beginning of its formation. In the long-term collision and communication, the two absorbed and merged with each other, especially the agricultural culture absorbed the grassland culture and strengthened itself, which constituted the most basic part of Chinese civilization. A large number of historical facts have proved that while creating and developing their own economy and culture, ethnic minorities have made great contributions to the development and construction of the frontier of the motherland and the formation of a multi-ethnic country in China. For example, Kublai Khan, a Mongolian, ended the coexistence of several regimes in the motherland and established the Yuan regime. The unified situation has promoted the consolidation and development of China's multi-ethnic country. In the history of more than 600 years in China, there was no large-scale and long-term separatist regime, which promoted the economic and cultural development. Another example is the majestic Beijing, which was built by the Han nationality, the Khitan nationality, the Jurchen nationality, the Mongolian nationality and other fraternal nationalities through long-term hard struggle. These vivid examples guide students to fully understand the historical contributions made by all ethnic groups in the historical development and evolution of China, and help to promote the formation of students' awareness of national equality. [3]
(2) Fully guide students to explore the excellent cultures of all ethnic groups.
The formation and development of China's unified multi-ethnic country is the result of the development and creation of all ethnic groups in history. The great Chinese civilization is the crystallization of hard work and creation of people of all ethnic groups. For example, Sun Simiao, a famous doctor in the Tang Dynasty, absorbed the theory of "fire, gas, water and earth" in Uygur medicine and many prescriptions of ethnic minorities. After Zhang Qian was introduced to the Western Regions, plants such as grapes, alfalfa, walnuts and carrots and thoroughbred horses such as Tianma and Bloodhorse began to be introduced to the Central Plains. In terms of literature and art, the dance art and instrumental music of China ethnic minorities were introduced into the Central Plains, which enriched the artistic life of the people in the Central Plains and created a rich and colorful traditional national culture in China. Today's musical instruments, such as pipa, tambourine and waist drum, all come from the "Hu department" in the western regions. Yao's long drums and Miao's lusheng are deeply loved by people of all ethnic groups. The artistic achievements of ethnic minorities such as painting and sculpture have reached a high level very early. Datong Yungang Grottoes, Dunhuang frescoes and Qizil Thousand Buddha Cave frescoes have all condensed the superb wisdom of minority artists and become world-renowned representatives of oriental art.
(3) Guide students to correctly view the relationship between Han nationality and ethnic minorities.
Whether the relationship between the Han nationality and ethnic minorities can be viewed correctly is the core of ethnic problems. In the history of our country, although there are ethnic oppression, ethnic discrimination and wars between ethnic groups from time to time, the political ties, economic exchanges and cultural exchanges between ethnic groups have still broken through various obstacles and have been continuously developed. Friendly exchanges and mutual assistance among ethnic groups are the mainstream of ethnic relations in China. Middle school history textbooks are described in this spirit. For example, during the Han Dynasty, although there was a war between Han and Xiongnu, the textbooks focused on the history of friendly exchanges and cultural exchanges between Han and the people of the Western Regions and Xiongnu through historical facts such as Zhang Qian's mission to the Western Regions and Zhao's departure from the fortress. For example, students are very interested in the history of "Yue Fei's resistance to gold". They will be consciously or unconsciously influenced by storytelling or novels, and regard "Song" as "one of their own" and "Jin" as an aggressor. In order to correct students' cognitive deviation, teachers need to clarify the relationship between the Han nationality and the Jurchen nationality, so that students can realize that Yue Fei's resistance to gold is a national war in China, and both sides of the war are domestic nationalities, with only the distinction between justice and injustice, and there is no distinction between aggression and being invaded. [4]
2. The cultivation of national consciousness in China.
(1) National Integration of the Chinese Nation
The Han nationality was formed in the Qin and Han Dynasties and is the main ethnic group of the Chinese nation. Now it is the most populous country in the world. In the history of our country, there have been contradictions and wars between ethnic groups, but unity and integration between ethnic groups have always been the mainstream of the development of ethnic relations. In this regard, we can cite many examples.
When talking about the part of the lesson "Songzan Gampo and Princess Wencheng", students can be guided to think: What is the purpose of Emperor Taizong's marrying Princess Wencheng to Tubo? Through the reflection, discussion and analysis of relevant historical facts, it can be clearly seen that Princess Wencheng entered Tibet with books, seeds of grain and vegetables, and a large number of craftsmen, which developed Tibet's economy and culture and strengthened national unity. The historical trend of great national integration is tortuous and complicated, but it is also an inevitable trend, which is independent of human will. For example, in the hundreds of years when this nation lived together in the Three Kingdoms, the Jin Dynasty, the Southern and Northern Dynasties, it was the result of great ethnic integration, and many recorded ethnic names such as Xiongnu, Xianbei, Anta, Biandi and Wuhuan gradually disappeared in real life. After Xianbei Tuoba entered the Central Plains, it gradually changed from nomadic life to farming life. Emperor Xiaowen of the Northern Wei Dynasty carried out reforms, studied the Han civilization, changed his surname, spoke Chinese, wore Hanfu, learned the Han system, respected Confucius, and married the Han people, which greatly promoted the development of Xianbei people in the Northern Wei Dynasty and promoted the great integration of all ethnic groups in the North. It should be pointed out that ethnic integration not only occurs between the Han nationality and ethnic minorities, but also exists between ethnic minorities. For example, Donghu in history "ceased to exist after being defeated by Xiongnu, and after being split, it regrouped into later ethnic groups such as Wuhuan and Xianbei, which evolved many times, some merged into Han nationality, and some merged into Khitan, Jurchen, Mongolia, Uighur and other ethnic groups."
(B) the national struggle of the Chinese nation
Although there are 56 ethnic groups in China, all ethnic groups belong to the Chinese nation, forming the same psychology and spirit of the Chinese nation. The Zhuang, Hui, Manchu, Tibetan, Mongolian, Tujia and other ethnic minorities in China all agree that they belong to the Chinese nation at the same time, especially at the critical juncture of the Chinese nation's life and death, and their awareness of the Chinese nation is very prominent. In this regard, we can cite many historical facts: during the Opium War, patriotic generals of ethnic minorities in the Qing army, such as Chen Liansheng (Tujia), Xiang Fu (Manchu) and Yu Qian (Mongolian), all died for their country; 1888, Tibetan soldiers and civilians fought bloody battles against the British invaders; 1894- 1895 In the Sino-Japanese Sino-Japanese War of 1895, Zuo (Hui) died in the Pyongyang War, and the Japanese people resisted the invasion of the Japanese invaders. The brave spirit of the Hui people's detachment in central Hebei led by Ma Benzhai in War of Resistance against Japanese Aggression and so on.
Third, matters needing attention in cultivating the consciousness of national unity and progress in junior high school history teaching
1. Pay attention to the combination of history and reality.
In the specific history teaching practice, teachers must pay attention to the combination of history and reality. Linking history education with ethnic policies in China today. In junior high school history teaching activities, we should understand the main historical facts of the implementation of the system of regional ethnic autonomy in China, briefly describe the historical facts of the return of Hong Kong and Macao, and explain that the scientific concept of "one country, two systems" is the basic policy to promote the great cause of the reunification of the motherland, understand the historical facts of the increasingly close economic and cultural exchanges between the mainland of the motherland and Taiwan Province Province, and understand that the reunification of the motherland is an inevitable trend of historical development. For example, when talking about Zheng Chenggong's recovery of Taiwan Province Province, we can say that Zheng Chenggong defended China's sovereignty and territorial integrity and was a national hero in the history of China. Today, any attempt to separate Taiwan Province Province from China is futile and impossible, which is unacceptable to the people of China, including the people of Taiwan Province Province.
2. Pay attention to the teaching of "national heroes"
In the long feudal society, ethnic relations were unequal. No matter which nationality's feudal ruling class uses feudal orthodoxy to deal with the relations between nationalities and maintain its dominant position, especially the orthodox thought of the Han nationality, which has always occupied a dominant position in the long-term feudal society. Therefore, when evaluating national heroes and historical figures, we must adhere to the principle of national equality, overcome narrow Han chauvinism and local nationalism, emphasize starting from history and pay attention to their contribution to the formation of national unity and social and economic development and prosperity; Helps to promote economic and cultural exchanges between ethnic groups; The role it plays in opposing foreign national aggression and domestic and foreign national oppression; And its influence and function on national unity and the historical development of China.
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The cultivation of the school's consciousness of democracy and unity, which is mainly based on history teaching, is of great significance to help students form a correct view of nationality and Scientific Outlook on Development, help students deeply understand the current social phenomenon, and keep a clear head. History teaching should persistently carry out patriotic education based on national unity, so that students can understand China's history and national conditions, enhance their awareness of national unity and progress, safeguard national unity and territorial sovereignty integrity, greet the day when Taiwan Province Province returns to the motherland with open arms, and let all China people celebrate the prosperity and national unity.