本研究聚焦于初中语文部编版教材古诗文课后习题“积累拓展”部分，该板块习题作为古诗文课文的助读系统，蕴含着传统文化教育教学的价值，可以将课文中的传统文化知识由书本中积累、拓展至课外。师生可以不断挖掘其中的教育资源与价值，帮助提升学生的语文综合素养。本研究以利用初中语文部编版教材的“积累拓展”习题为例，从而提出面对类似的“积累拓展”习题，中学教师可供使用的教学方法，并且提出提升教学能力的建议，从而充分实现古诗文中传统文化内容的积累与拓展。

首先，对教材中的“积累拓展”统计、调查，按照以往研究、课标要求等，将   “积累拓展”中涉及到传统文化的内容分为：基础类、常识类、现实类、精神类，并对这四类习题按照习题主旨、习题分布、相关应试习题和培养素养这几维度进行研究阐释。

其次，选择北京市四所学校的7位语文教师为研究对象，通过设置访谈问卷，进行调查。结合转录结果、实际教学场所实习观摩现状和前人针对研究现状的结论，梳理分析得出，“积累拓展”教学使用中虽呈现积极态势，但由于教师缺乏二次开发意识、受限于传统文化素养水平导致使用现状有明显不足之处。

         最后，根据之前的数据分析和调查访谈结果，从教材、习题、课外、教师自身四方面提出相关的传统文化教学策略。聚焦教材，提出精炼整合助力迁移的策略；聚焦习题，对四类不同题型和以核心素养为目标的习题提出个性化策略确保其发挥功效；延伸课外，以期进行系统的习题训练；最后利用教师自身，在利用课堂、通力合作的形式中实现自我提升。

This study focuses on the "accumulation and expansion" part of the exercises of ancient poetry and prose in the textbooks compiled by the Chinese Department in Elementary and Middle School. As an assisted reading system of ancient poetry and prose texts, the exercises in this section contain the value of traditional culture education and teaching, and can accumulate and expand the knowledge of traditional culture in texts from books to extracurricular activities. Teachers and students can constantly explore the educational resources and values, to help improve students' comprehensive Chinese literacy. This study takes the "accumulation and expansion" exercise of the textbook compiled by the Chinese Department of junior high school as an example, so as to propose teaching methods available to middle school teachers in the face of similar "accumulation and expansion" exercise, and puts forward suggestions to improve teaching ability, so as to fully realize the accumulation and expansion of traditional culture content in ancient poetry and prose.

First of all, according to the statistics and investigation of "accumulation and expansion" in the textbook, the contents related to traditional culture in "accumulation and expansion" are divided into basic category, common sense category, reality category and spirit category according to the requirements of previous studies and course standards, etc., and these four types of exercises are studied and interpreted according to the topic of exercises, exercise distribution, relevant exam-oriented exercises and cultivation of literacy.

Secondly, 7 Chinese teachers from four schools in Beijing were selected as research objects, and an interview questionnaire was set up to investigate. Based on the transcription results, the practice and observation status in actual teaching places and the previous conclusions on the research status, it is concluded that although there is a positive trend in the use of "accumulation and expansion" in teaching, there are obvious deficiencies due to the lack of teachers' awareness of secondary development and limited level of traditional cultural literacy.

Finally, based on previous data analysis and survey and interview results, relevant traditional culture teaching strategies are proposed from four aspects, including textbooks, exercises, extracurricular activities and teachers themselves. Focus on teaching materials, put forward the strategy of refining integration to help migration; Focus on exercises, put forward personalized strategies for four different types of questions and exercises aiming at core literacy to ensure their effectiveness; Extension of extracurricular to systematic exercises training; Finally, teachers themselves are utilized to achieve self-improvement in the form of classroom and full cooperation.