全球化是一把双刃剑，它在促进经济和文化繁荣发展的同时，也引发了文化认同危机。初中阶段是一个人价值观念形成的关键时期，在这一时期对其进行民族文化认同教育，增强认同感，对维护我国文化安全、提升民族凝聚力十分重要。教科书是教育教学过程中的主要依据，在传递文化知识的同时，也对青少年学生具有培根铸魂的意义。本研究对统编初中语文教材中中华民族文化认同的内容进行系统的质性分析和量化统计，并据此提出使用统编初中语文教材促进初中生民族文化认同的教材修订建议和教学建议。

在教材中包含中华民族文化认同的内容是在学校教育中促进学生中华民族文化认同的基础和起点。在教材编写方面，统编初中语文教材中，中华民族文化认同内容涉及范围广；内容丰富，尤为重视民族精神；有利于全面培养初中生的中华民族文化认同，增强民族凝聚力，但存在可进一步优化的空间。在教材修订方面，可以通过优化教材，为促进学生的中华民族文化认同，建立文化自信奠定基础。首先，需要注重各年级、各系统内容的均衡性，适度进行补充。在课文系统修订方面，可以增加七年级课文中含中华民族文化认同的自读课文；在栏目系统修订方面，首先，在每个年级的写作板块和口语交际中增加含中华民族文化认同内容的主题，如“自强”、“立志”和“君子”。其次，注重统编初中语文教材中中华民族文化认同内容与其他学科的互补。再次，需要注重教材中中华民族文化认同内容的系统性。

在教学方面，本研究建议深入挖掘教材内在意蕴，从教材呈现形式和内容深度方面，进一步深挖与中华民族文化认同相关的内容，充分利用现有资源，适当补充其他资源。在教研和备课过程中充分运用现有的教辅和网络资源，以及历史、道德与法治等科目中的相关资源；在课程呈现方面，充分利用多媒体资源，更好地增进学生的民族文化认同。运用启发法、自主探究法、问答法和辩论法等多样化方法提升学生学习兴趣，采用诵读、情境创设、举办知识竞赛、古诗词诵读比赛、参观历史古迹等多样化形式进行教学，提升学生对本民族文化的亲近感。此外，教师也要注重自身中华民族文化素养的提升，为学生做好榜样。

Globalization is a double-edged sword, which not only promotes economic and cultural prosperity, but also causes cultural identity crisis. Junior middle school is a critical period for the formation of a person's values. It is very important for maintaining China's cultural security and enhancing national cohesion to educate them on national cultural identity and enhance their sense of identity during this period. Textbook is the main basis in the process of education and teaching. It not only transmits cultural knowledge, but also has the significance of casting soul by bacon for young students. This study makes a systematic qualitative analysis and quantitative statistics of the content of Chinese national cultural identity in the unified version of junior high school Chinese textbooks. Accordingly, the revision and teaching suggestions for the use of unified junior high school language textbooks to promote the national cultural identity of junior high school students are proposed.

The inclusion of Chinese national cultural identity in textbooks is the basis and starting point for promoting students' Chinese national cultural identity in school education. In terms of the preparation of teaching materials, in the unified edition of junior high school language textbooks, the content of Chinese national cultural identity involves a wide range; the content is rich, and special attention is paid to the national spirit; it is conducive to comprehensively cultivating the Chinese national cultural identity of junior high school students and enhancing national cohesion，However, there is room for further optimization. In terms of textbook revision, we can optimize the textbooks to lay the foundation for promoting students' Chinese national cultural identity and establishing cultural self-confidence. First of all, it is necessary to pay attention to the balance of the content of each grade and each system, and supplement it appropriately. In terms of the systematic revision of texts, self-reading texts containing Chinese national cultural identity can be added in the seventh grade; in terms of column system revision, on the one hand, themes containing Chinese national cultural identity content are added in the writing section and oral communication in each grade, such as "self-improvement", "determination" and "gentleman". Secondly, pay attention to the complementarity of the Chinese national cultural identity content in the unified version of junior high school language textbooks with other disciplines. Finally, it is necessary to pay attention to the systematic content of Chinese national cultural identity in textbooks.

In terms of teaching, this study suggests that the inherent connotations of teaching materials should be deeply explored, the contents related to The Cultural identity of the Chinese nation should be further explored in terms of the presentation form and content depth of the teaching materials, and the existing resources should be fully utilized and other resources should be appropriately supplemented. In the process of teaching research and lesson preparation, we should make full use of existing teaching AIDS and network resources, as well as related resources in history, morality and rule of law subjects, and make full use of multimedia resources in the course presentation to better enhance students' ethnic cultural identity. Various methods such as inspiration, independent inquiry, question and answer and debate are used to improve students' interest in learning. Diversified teaching methods such as reading, situation creation, knowledge competition, ancient poetry reading competition and visiting historical sites are used to improve students' affinity to their own ethnic culture. In addition, teachers should also pay attention to the improvement of their own Cultural literacy of the Chinese nation and set a good example for students.