A Study On The Adulthood Of The Filial Pieces Of Primary School Chinese Textbooks

Fairy tale, as one type of literature for children, has been paid attention to by both children and educators because of its lightsome imagination, game spirit and personification, hyperbole rhetoric. Chinese Curriculum Criteria for Full-time Schools of Compulsory Education (Experimental Version) and its revised version even make fairy tale a priority for Chinese teaching in the reading aims in the elementary period.However, in the process of fairy tale’s entering elementary school’s Chinese textbooks, there is an adultification trend which goes opposite from children. This is seen in these aspects:The themes of the selected texts are simply moral awareness and knowledge convey; The narration perspectives are mostly to stand by to the children world calmly and sensibly; Children who deny themselves and return to propriety and who are young but experienced are eroded adult value, telling fake, great and meaningless moral declaration; The rich plot in the classic fairy tale and poetic description give way to Tool Training Theory which emphasizes on words and phrases. All these deprive the connotation in the fairy tale which suits the personality of children. Realism takes the place of imagination and deep thinking takes the place of carefree games, replacing the simple metaphor with commanding admonishment.Under the instruction of schema theory of cognitive psychology, accepted aesthetic theory and new curriculum standard, if you think of the reasons behind the adultification of fairy tale, you will find that the traditional conception of Writing are for conveying truths makes the fairy tale goes a way for life at the very beginning. Education has become a plot which goes deep into a common unconsciousness. Besides, adults’ conception towards children is wrong, which equals children’s concrete way of thinking to adults’abstract way of thinking and underestimates children’s aesthetics ability. The selected fairy tales are short in form and simple in sublime aesthetic value. Moreover, under the circumstance of exam oriented education, only knowledge can be seen in knowledge fairy tales and even literature fairy tale is seen as knowledge fairy tale. One text is interpreted with one theme, which is pointed out directly, making it easy for students to memorize, teachers to teach and testers to test. Is this trend convenient for others as well as ourselves? At last, a lack of authors of children literature while selecting the texts also limits the essential status of children in the fairy tales. In order to increase the practical instructive meaning of the study, there is a reorganizing try which deprives the adultification of the selected fairy tale with the second half of grade one in the last chapter, where fairy tales appear frequently. Deprive the maturation of adult from the textbooks by the childishness in Granny Xi Who Hates the Dark and Guess How Much I Love You; Deprive the seriousness of adult by light imagination in Ants in the Book; Deprive the admonishment of adult by the metaphor in A Roar of lion and Loving Tree; Deprive the adaptation of adult by classic original in Little Red Riding Hood,The Three Little Pigs and Princess and the Pea.In an age when adult culture occupies the world, a study of depriving adultification of fairy tales selected is equal to a fight for children, which will get back children’s theme, perspective, language and classics from the adult world. The real value of fairy tales in elementary Chinese teaching can be restored. With a light imagination and metaphor, it will guarantee that children never lose its special eye and grow up slowly in the adult world with a shading of special language space, which is filled with child interest.