Exploration And Practice Of "One Thousand Two Hundred And Thirty-five" Fable Teaching Method In Junior Middle School Chinese

Allegorical teaching,as the name implies,contains allegorical words,and uses short words to send meaningful allegorical teaching.Its educating function enhances students' self-cultivation and combines with the reality of life.The purpose is to train people who are fully developed to meet the new requirements of the times.."So one,two,three,five" allegorical teaching method is based on practical classroom,combining the practice process and the foundation of academic allegory teaching,and clearly put forward a center,two clues,three ways and five links of specific content,layer by layer Progress and interlocking are conducive to efficient and win-win teaching."One Two Three Five" is a method proposed for students' participation in fables classrooms and their comprehensive quality.According to the problems found in the investigation and research,further proposed solutions are used to solve the problems encountered in junior middle school fables classrooms.Drawing lessons from other junior middle school fable teaching methods,further develop junior middle school fable teaching.The views and contents of this thesis are:First,the emphasis and importance of fables teaching are clarified.According to the goals and objectives of the new curriculum standard,combining the similarities and differences between fables teaching,novel teaching,and drama teaching,it highlights the teaching of fables from the aspects of teaching focus,language characteristics,and material selection.Unique methods and functions to cultivate students' analytical ability and rich imagination.And students 'feedback on the teaching methods of teachers' fables can promote each other's teaching merits.Therefore,in order to better grasp this style and give full play to the positive significance,the significance of junior middle school fable teaching cannot be ignored.Second,the investigation and research found that there is a bidirectional problem between teachers and students in the current situation of junior middle school fables teaching.Teachers are easily limited to traditional teaching models.Although it can improve students' academic performance to a certain extent,it is not conducive to the long-term development of their interests,such as extracurricular activities.Insufficient reading.At the same time,the communication between teachers and students will be greatly reduced.Teachers 'omissions in the combination of fables,readings and writings can easily lead to a decrease in students' initiative.These questions provide data and directions for the formal introduction of the "One Two Three Five" fable teaching method.Third,the "one two three five" fable teaching method includes the integration of central fables,starting from two perspectives of fable story types and language characteristics,teachers and students carry out specific teaching processes such as comparative reading,literary evaluation,and feedback accumulation.In teaching,we should take into account the gradual and gradual improvement of students' allegorical literacy.Make reasonable use of the teaching situation,and use fable storytelling,fable play performances and other forms to strengthen students' cooperation and communication,enhance their reading interest,and stimulate motivation for fable learning.The most important one is the allegorical meaning of fable teaching.Teachers are required to encourage students to take the initiative to think and strengthen discussion and communication.Fourth,the actual lessons are divided into two categories: overall design and partial links,which proves the completeness and pertinence of the "One Two Three Five" method.Reasonable adoption can improve students' comprehensive Chinese ability.In the course of teaching practice,it includes clear goals,that is,the meaning,analysis of story structure,taste language characteristics,and literacy evaluation.It is highly operable,especially in aesthetic appreciation and personality cultivation.Fifth,through the exploration and practice of the "One Two Three Five" fable teaching method,the effect is more obvious.In practical fable classrooms,both teacher guidance and student active participation are indispensable.This method can effectively improve students 'cognitive level and enrich teachers' teaching experience accumulation,achieve a win-win result of teaching excellence,and effectively improve the efficiency of junior middle school fable classrooms.Based on Bruner's "discovery learning method" and survey research,practical practice,this article innovatively proposes the "One Two Three Five" allegorical teaching method,hoping to strengthen the student's subject with the exploration and practice of this method Sexual status,and enriching and expanding teachers' teaching experience,can truly and systematically carry out fable teaching activities,and provide a certain reference value for junior middle school fable teaching theory knowledge and specific practice.