A Moral Examination Of The Teaching Of Fables In Primary School

In this thesis, the author will do the research from two respects, which are theoretical and practical. Form the theoretical level, firstly, the concept of fable will be defined, and then carried on the discussion of fable from the angle of education, so that we are able to clarify the meaning of fable in this paper. Secondly, the fable will be contrast with the myth and the fairy tale to further revealed the uniqueness of the fable. Finally, it’ll analysis the influence mechanism of the fable on the primary school students’moral growth, which will analyzed respectively from three levels, those are the fable itself characteristics and primary students physical and mental development in particular, prompting the students’moral thinking and the tension of thinking space. From the practical level, at first, collect and analysis the number and type and the moral elements of the fables which are chosen by the primary school Chinese textbooks of Jiangsu education publishing house. On this basis, through interviews, observation and other research methods to observe the fable teaching practice from morality. It will conducted respectively from three segments, namely, the understanding of the elementary school language teachers to the fables and its teaching of Sue version Chinese textbooks, the perspective of fable teaching cases and the analysis of the effects of fable teaching.The teachers who have been interviewed believe that the fable is popular with the students in the teaching material which is a good way to moral education. Teacher Z think that fable is a litter rigid, the truth transferred is fixed. So in the process of fable teaching, we should stop it if the students have some new thoughts just in order to get the praise of the teacher. Teacher H holds that the values is disconnect with the real life, when students took to the society, they still need to rebuild their value system. In the teaching of the fable, in the face of the students thinking, we need to guide them timely to pursue a balance. And at the same time, she figures out that there are not so many thoughtful students, so typically she just needs to teach the students according to the lesson plan. Teacher W stands that the fable is delivering positive energy, and the teachers are just teacher, her duty is to teach students the good things, which is hard to affect their lives.In the observing of fable teaching, the two teachers just tell the concept of fable to the students, rather than let themselves to feel the features of the fable. In the part of passing the values, teacher X、teacher W and teacher M just have the students to recite the truth as knowledge; teacher H is a litter hasty in this part; teacher Z, however, try her best to contact the students’life in order to let them have a more profound understanding.The last chapter explains the affection of fable teaching. There’re different views on whether the fable teaching have an effect on the moral growth of the students or not, in this part, the thesis will discuss it from the perspectives of the teachers and the students.