Teaching Research On Primary School Chinese Allegory Based On Children's Standard

Fable,part of children's Literature,is different from Myths and Fairy Tales.Its philosophical and educational characteristics do help to train students' thinking and creative.However,in the current teaching of fable,teachers often ignore the unique humanity of allegory and children's unique feelings.This paper,based on child-orientation,is aimed to study Chinese allegory teaching.Treating children as the main part in teaching activities.The connotation mainly includes three points.First,respect for children's independence and uniqueness.Second,always insist that children are the main part of educational activities.Third,respect for children's development.Under the guidance of the theory of children's standard,this paper locates the aim of fable teaching,mainly from the the three dimensions: knowledge and ability,process and method,and the emotional attitude and values.Low segment of the teaching goal is to accumulate words,learn to perceive fable and image comprehension,pay attention to the cultivation of aesthetic emotion.In the middle segment,more attention will be paid to understand the words in the allegorical reading about the knowledge and ability.Language education will be attached great importance and the application will be enhanced in the teaching course.Children's emotional experience will be valued in terms of emotional attitude and values.Requirements for students' reading ability will be gradually improved on high segment.The teaching goal shows in three aspects: suppose words,experience expression;Analyze language and learn to appreciate;Elevate the cognition of fable,clear feeling.Teaching goal is the compass of fable teaching,and children's standard is the basis of fable teaching.The value of fable has been paid attention to,but there are still many problems,such as the period goal of fable,stressing the knowledge,ignoring student's experience of meaning,teach meaning with morality,ignoring students' self appreciation and personal interpretation.The emergence of these problems is mainly due to the shackles of traditional teaching thinking,the restrictions of teachers' rights and freedom and teachers' professional quality.These situations and reasons lay the foundation for the fourth chapters of the author.How should we solve the problems in the fable teaching of primary Chinese? First of all,for teachers,we should look at the problem macroscopically.Establish children's consciousness of fable learning,study the fables carefully and incorporate them into the textbook,and focus on developing children's reading interest.The second is to improve the teacher's fable theoryaccomplishment,and give the teacher space to realize the diversified fable teaching.Then,children should be encouraged to make mistakes in the teaching,so that children dare to speak their own unique ideas,and respect for children's thinking.The most important thing is that teachers should guide students to understand fables from different angles.By creating scenarios,let students get inspiration and learn to catch the blank in the text,stimulate children's imagination.The main methods used in this paper are case analysis and observation.Some typical cases such as “Get on a gravy train” ”Lord Ye professed to love dragons”fully explain the author's point.The presentation of the case enables author to understand the teaching situation,and to better analyze the situation of fable teaching,and put forward effective teaching suggestions on this basis.In this paper,through case analysis,I will further elaborate the problem,find the problem and solve the problem.The establishment of the position of children is the core of the paper,as well as the innovation point.How to adhere to the child-orientation in the fable teaching,respect for children's development are the key problem to be solved in this paper.On the basis of respecting children's nature and developing children's potential,the teaching of fable is effectively explored.