传统语文课程资源结构单一,教材常被视为课程教学的唯一资源,教师往往过分依赖教科书,忽视了身边语文教学资源,严重影响了学生学习兴趣的激发,影响了学生课本知识与社会知识的协调发展,进而影响了语文水平的整体提高,同时也导致了人文情怀的缺失和乡土、家国情怀的淡漠。“新课标”把风俗民情、自然风光、文物古迹等地方文化,明确定为语文课程的资源,拓宽了语文学习和运用的领域。因此, Traditional Chinese curriculum has a single resource structure. Textbooks are often regarded as the only resource for curriculum teaching. Teachers often rely too much on textbooks, neglecting Chinese language teaching resources around them, seriously affecting students’ interest in learning, and affecting students’ coordination of textbook knowledge and social knowledge. Development, in turn, has affected the overall improvement of the language level. At the same time, it has also led to the lack of humanistic feelings and the indifference of local and domestic feelings. The “new curriculum standard” defines local culture such as customs, natural scenery, cultural relics and historical sites as resources for language courses, and broadens the field of language learning and application. therefore,