A Study On The Teaching Of Children's Literature In Primary- School Chinese Language And Cultural Course

Children's literature (CL for short) is innately associated with the teaching of Chinese language and culture (TCLC for short) in primary schools, and the two disciplines are making efforts to integrate with each other. This thesis is based on this point to explore the teaching of CL in TCLC.The primary focus of this thesis is the CL education in TCLC,to be more specific , it elaborates upon and analyzes CL and its value system, i.e. the orientation of child-centeredness. Considering CL is closely connected with TCLC, the Thesis retrospect the history of curriculum reforms and changes in TCLC, especially keeps an eye on the CL content in the TCLC materials. This thesis also employs the method of case study to analyze the interpretation of CL in TCLC, especially the neglect of children's psychological traits, the lack of aesthetic experience in reading and teachers'important role in the guide to multiple interpretations. This thesis is aimed to optimize CL in TCLC materials by calling the attention of TCLC practitioners, especially the compilers of teaching materials and teachers of TCLC.The methods employed in this thesis are literature search combined with text analysis and case study, i.e., drawing conclusions and putting forward advices for TCLC grounded on the research of predecessors, with a view of cases of teaching practices .The study is an attempt to study CL education in primary schools from specific cases to general understanding. The cases involve different styles of CL works in TCLC.This study develops into six parts. Introduction: CL and TCLC in primary schools experienced stages of integration and separation, which to some extent influenced TCLC in Primary schools. The history lends itself to the theoretical and practical significance of the research integration in these two disciplines. The first part deals with the traits of CL and its difference from other literature works based on the analysis of CL and its values. The second part studies the relationship between CL and TCLC and the history of CL in TCLC teaching materials. The third part attempts to explore the status quo of CL education in primary- school TCLC by means of analyzing the CL works in TCLC and concerning teaching practice. The fourth part ponders on the problems of CL education in elementary schools from the dimensions of the choosing of CL works into teaching materials, the aesthetic experience in reading and multiple interpretations of CL works in TCLC. Conclusions are drawn based on the previous analysis: In order to solve the problem of concentrating on moral indoctrination in selecting the materials, this thesis proposes selecting more reflective and imagination-encouraging works and weakening the indoctrination-oriented selection. While putting emphasis on the understanding reading of CL works, aesthetic experience in reading should not be overlooked. While respecting Children's original interpretation of CL works, a guide of children's views of value should not be neglected.