Rethinking Fables In The Pedagogic Perspective

Fables can be seen as a form of literary. However, from the original idea and its practical appliance, fables is not only a form of literary, but also a unique form of education. There has been exhaustive research on the educational value of fables, but questions like "whether its educational value has been proved" or "how to realize its function in study" are still remained.Based on the summary of the relevant researches, the paper forms the research thoughts and analysis frame, also designs the questionnaires about the fable teaching and learning situation in primary schools. The research was carried out by questionnaires to 46 teachers and 262 students from Grade Two, Grade Four and Grade Five at three primary schools in Shanghai. On the one hand, find out to what content teachers understand fable's values, goals, content, teaching methods, understanding of morals in fables. On the other hand, from a student point of view, find out to what content a student understand fable's values, goals, content, preferred learning methods and the understanding of morals in fables. By comparing the understanding of morals in fables of teachers and students, the paper investigates the actual educational role to play of fables. Finally, according to survey results, the paper gives recommendations to improve teaching of fables in primary schools.The research founds that students and teachers have the same views with the fables in the textbooks, but different views with other fables which are not in the textbook. The teaching of fables plays obvious effects to grasp the real meanings of a fable. Some fables have many meanings, if students read in different aspects, so it will be right understood with teacher's guidance; else, if students read them alone, it may have a negative impact to them. Role playing is a widely accepted method of teaching, which is both students'preferences method. Teachers have limited use of fables outside the lecture of fable.Based on these findings, the argument of this article can be concluded that the student's understanding is the essential of the fable's teaching, the guide of learning and the selection of textbook. To assist students to understand fables may combine the study with their family, school and the society. Students may have various understanding in the fable. Teachers should aim to promote the constructive and positive aspects of fables and reduce negative influences. Features such as age and status of students should be considered in the edition of fables, as well as the manifestations, content and value of fables.