Research On Primary Chinese Fable Teaching

Fable, as an ancient literature style, is popular in the world long and widely, and full of vitality. With the structural features of story and implication, fables are compiled in primary curriculum to inspire children. After the founding of People’s Republic of China, fables are compiled in primary Chinese and play an unique role in inspiring children. Fables have the unique values about moral, intelligence and aesthetics. At the Chinese curriculum standard of compulsory education, fable’s role is in a new perspective. Including primary stage, the Chinese curriculum standard of compulsory education is focused on the Chinese comprehensive literacy. So, we should fully exploit its value of reading, oral communication, writing and comprehensive learning. In order to find out the status of primary Chinese teaching, I analyzes the statistics of the three sets of primary Chinese texts and their auxiliary teaching systems, and finds out several problems in the compilation of fable texts--inadequacy of fable texts in total, unevenness of distribution in senior textbooks, the repeat of fable types, insufficient priority attached to features of fables teaching in auxiliary teaching systems. In order to collect information about fable cognition and fable teaching, I carry out questionnaire survey among the teachers and students from the Fengzhai Primary School of Fuzhou City, Fujian Province. And I observes the fable lesson at the school for one year. Based on the survey and observation, I make several suggestions in terms of teaching content, teaching process and teaching methods. It should increase the quantity of fables, distribute reasonability and take a variety of methods for teaching. In the process of teaching, the features of Chinese and Fable should be pay more attentions, and making exploration about comprehensive or writing. The methods of Circumstances, Reading, Discussion and appreciation are good for teaching.