Research on the Path of Curriculum Transformation of Local Cultural Resources ——A Case Study of the Territorial Affection Study Tour Based on Unit 2, Grade 7 (Volume 2)

The Compulsory Education Chinese Curriculum Standards (2022 Edition) emphasize expanding the boundaries of subject-based education, advancing interdisciplinary thematic practice, and implementing the curricular development of study tours. The national “15th Five-Year Plan” for education further proposes the strategic deployment of “institutionalizing national conditions study tours,” requiring that education on national conditions be integrated throughout the entire process of basic education and that study practice be elevated from fragmented activities to an institutionalized curriculum system. County primary and secondary schools possess rich local historical, red-spirit, and ecological resources, yet generally face such practical problems as the disconnection between cultural tourism resources and subject teaching, the superficial “sightseeing” tendency of study activities, the fragmentation of multidisciplinary education, and the difficulty of implementing the “five-education integration.” This paper takes the four types of local resources unique to Tailai County—Liao-Jin border-garrison culture, Jiangqiao Anti-Japanese War red culture, the 1998 flood-fighting united spirit, and Taihu Wetland ecological culture—as study tour vehicles, and conducts action research based on the territorial affection (jiaguo qinghuai) thematic unit of Unit 2, Grade 7 (Volume 2) of the unified compilation edition. The study selected four teaching classes of Grade 7 in a county school as samples, set up experimental and control classes, and carried out comparative teaching for one semester, constructing a closed-loop educational system of “text anchoring — on-site inquiry — classroom reflux — multidimensional evaluation.” Exploring the development of a transformation paradigm for study-and-experience courses tailored for junior high schools in northern China's county-level regions.