The Research On Selection And Arrangement Of BSD Primary Chinese Textbooks’ Fairv Tales

Fairy tales mean kinds of imaginary, surreal stories, for the majority of children(the international "Convention on the Rights of the Child" indicates the children mean any people who are under 18 years old) learning and reading, which have three characteristics : fantastic, funny and childlike. According to different dimensions, they can be divided into 3 parts: Classic fairy tales, fairy tales in the textbooks; folk fairy tales, created fairy tales; scientific fairy tales, literary fairy tales; humanlike fairy tales, anthropopathic fairy tales and immortal fairy tales; Chinese fairy tales, foreign fairy tales. In recent years, more and more children’s educators pay attention to it. Its weight in the primary school textbooks is increasing year by year, the value of teaching of fairy tales in elementary school is coming out increasingly. In general, theorists consider that the values of teaching of fairy tales in elementary school reflected in five areas: aesthetic function, enlightenment function, cognitive function, entertainment function, psychological adjustment function. Thus, the teaching of fairy tales occupies an extremely important weight in primary school Chinese teaching, it’s anxious to research the selection and arrangement of fairy tales in the primary textbooks.the selection and arrangement of fairy tales in the primary textbooks need to follow the following principles: Firstly, the fairy tales in textbooks should meet curriculum standards; Secondly, the fairy tales in the textbooks should show qualities of fairy tales; Thirdly, the fairy tales in the textbooks should meet the psychological development of pupils. However, after careful analysis of the textbooks in Beijing Normal University edition, it can be found that there are three problems in the textbooks about the selection and arrangement: Firstly, the classic fairy tales’ range of selection is not wide enough, part adaptation is misconduct, the quantities of folk fairy tales, humanlike fairy tales and immortal fairy tales are too small, part adaptations are misconduct; Secondly, part of fairy tales in the textbooks lack aesthetic qualities and fairy characteristics; Thirdly, the arrangement of the fairy tale does not meet the requirements of the students’ psychology development, specifically behave in the lack of a fairy tale for higher grades and part fairy tales not meeting the students’ psychological needs. To solve these problems, this paper puts forward some suggestions: Firstly, the selection of classic fairy tales should be wide, and the fairy tales should not have many changes; Secondly, it’s appropriate to reduce the number of fairy tales in textbooks, and these should have fairy tales’ characters; Thirdly, it should be arranged by different teaching objectives.