Study Of Chinese Teaching Content On Fairy Tale In Primary School

Fairy tale is a kind of children’s literature which has long been popular with pupils. Pupils are in the age full of imagination. Once influenced by fairy tales, they can freely soar and imagine in a world full of truth and beauty created by fairy tales. Currently, teaching research focuses on the Chinese teaching contents. During the investigative process of Chinese teaching contents, researchers have found that there come into being an optional or vague state of Chinese teachers when they presuppose and produce their reading teaching contents. What’s more, current teaching situation of fairy tales is not optimistic. The teaching content clutters and lacks theoretical basis, resulting in inefficient teaching process, undermining the value of fairy tales, a charming stylistic, in Chinese teaching.In this regard, the research starts from the realities of the current fairy tales teaching in primary school. By analyzing the teaching design of fairy tales on key journals of primary Chinese and a real case of fairy tale teaching, the author finds that primary teaching contents of fairy tales has no difference from the teaching contents of narrative essays, both of which focus on the reading and comprehension and application of words.Based on the current status, by combining the teaching content of special-class teachers and the textbook, the author illustrates the fairy tale teaching content according to the grade features and tests the effect through action research in the education practice, hoping to find the key to problems of fairy tale teaching from practice and creating the theoretical basis for primary teaching of fairy tales.On that basis, the author presents the theoretical basis of primary school teaching contents of Chinese fairy tales:to grasp the characteristics of fairy tale; to understand the narrative features, the language, the fantasy and the aesthetic sensibility of fairy tales; to prepare the teaching contents of fairy tale according to navigated reading system and practicing system as well as the target readers-primary student. The author hopes that the research will help improve the teaching of fairy tales and enable the students to get the most real and profound experience of reading in a fairy tale world.