Chinese Language With Fairy Tales Teaching Research In Pirmary School

Fairy tales, featuring peculiar imagination, vivid plots and images, and interestinglanguages, have created a wonderful fancy world for children. They have been playing animportant role in adding pleasure to children’s minds, inspiring children’s imagination,promoting the formation of healthy personality of children as well as cultivating children’sgood emotions. It can be said that fairy tale is a unique and effective way to nourish children’sspiritual world.Fairy tale is one of the favorite literary forms among children, the value of which haslong been a concern in Chinese language teaching in primary schools, and now the concern isbeing further enhanced. Take primary schools’ Chinese teaching materials as an example,among the selected contents of the12volumes published by Beijing Normal University, fairytale works take a large share of the textbooks in lower grades, highlighting the importantstatus of Chinese language teaching in primary schools.Based on questionnaire surveys and interviews carried out among282primary schoolChinese language teachers and626pupils, the study finds that although the current situationof fairy tale teaching is taking on an entrancing side, there are still lots of problems and thestate is far from ideal. Despite a certain number of fairy tales in textbooks, due to the teachers’own deficient literary quality, hysteretic teaching concept and single teaching method,students extracurricular reading of fairy tales are not receiving sufficient attention, the valueof fairy tales has not been fully reflected. Fairy tales failed to walk their way into children’shearts, thus the teaching quality needs to be improved urgently.After probing into the problems of fairy tale teaching in depth, the author finds out thecrux of the matter. The possible causes are as follows: First, the teachers are of narrow rangeof reading, resulting in lack of theoretical attainment of fairy tales. Second, the teachingobjectives of fairy tales are not clear and the teaching methods are improper. Third, children’sinsufficient extracurricular reading affects the learning course of fairy tales. In view of this,the author finds reasons from the aspect of primary school Chinese teachers, who dominatesthe classroom instruction and puts forward three suggestions of improving the teaching withfairy tales in primary school: to improve teachers’ attainment of fairy tales, to optimize the teaching strategies, and to increase the intensity of fairy tale teaching.In order to improve the attainment of fairy tales, Chinese language teachers should learnat least four aspects: to understand the theoretical knowledge related to fairy tales; to readfairy tales consciously and experience the charm of fairy tales; to enhance the ability toappreciate and write fairy tales; to participate in or organize reading activities associated withfairy tales as often as possible. Only by improving teachers’ attainment of fairy tales can wehope to improve the teaching performance of fairy tales.Paying special attention to classroom instruction is the necessary precondition to theteaching quality of fairy tales. And to optimize the current implementing strategy ofclassroom instruction of fairy tales, defining the four basic goals is the most important task.Then according to Chinese curriculum standards and specific requirements for differentlearning periods, teachers should select appropriate fairy tale works as teaching contents andflexibly grasp corresponding basic teaching methods.Chinese curriculum is quite open, cannot be confined to the classroom. It should beextended to extracurricular even to one’s entire life. The teaching of fairy tale reading shouldbe given due attention. Chinese teachers in primary school should increase the intensity ofextracurricular teaching of fairy tales to guide good extracurricular reading. We can observethe following ways: to understand the reading psychology of children and stimulate students ’interest in reading; to recommend great fairy tale works to students according to curriculumrequirements; to create a favorable reading environment for students ’ independent reading; tocarry out various forms of extracurricular activities so as to carry out reading assessments.To make improvements in fairy tale teaching, and to make fairy tales realize their valuesand truly nourish children’s spiritual world, is the mission of every language educators. Thispaper, by selecting fairy tale teaching in primary school as a subject, is of profound academicvalue and practical significance. By researching the topic, the author intends to arouse theattention of Chinese educators and a-line Chinese teachers on fairy tale teaching, hoping thatthey can do a good job in fairy tale teaching and give full play to the unique value of fairytales in primary school Chinese teaching.