A Study On The Teaching Of Fables In Elementary School Chinese

Fable stories convey the inspiring moral philosophy in the form of stories.Their unique language style,vivid story plot and vivid artistic image are deeply loved by primary school students.It is precisely because of its unique charm that it has an irreplaceable position and role in primary school Chinese textbooks.It infects and educates students with simple and vivid stories rather than abstract narrative principles;it enables children to see the connection between fiction and real life from the symbols and metaphors of stories,gives them some experience and lessons,and cultivates students' imagination and creativity;it attracts small readers with humorous and witty strokes,brings happiness to children,enlightens their thinking and promotes the development of thinking.At the same time,help students learn to express their ideas in concise and concise language,and improve the ability of using language.This paper takes the teaching of Chinese fables in primary schools as the research object.Applying text analysis method,this paper analyses the fable stories selected from primary school Chinese textbooks,and draws the characteristics of primary school fable stories.Using non-participatory observation,supplemented by interviews,this paper studies the teaching of fable stories in primary school Chinese classes,analyses the problems and causes,and puts forward countermeasures.In order to provide useful thinking and suggestions for today's primary school Chinese fable story teaching.In the first part,the author makes an overall analysis of the number and type of the selected fables,and draws the characteristics of the selected fables: the use of words is concise and clear,the artistic image is vivid,and the moral philosophy is profound and profound.Because many selected articles have added the color of fairy tales after adaptation,the author adds the characteristics of vivid images of fairy tale fables.The second part is an analysis of the teaching of Chinese fables in primary schools.In the observation lessons,three representative fable story lessons are selected.The gains and losses of classroom teaching are analyzed from three aspects:language use training,artistic image perception and story fable understanding,and combined with after-class reading aid system and teaching objectives.The third part,combined with lessons and interviews,analyses the teaching problems and reasons of Chinese fable stories in primary schools.The main problemsare inadequate expansion of teaching content,inappropriate revelation of story implicature and modelling of teaching process.The main reasons for the problems are that the teachers' text interpretation is not thorough,the teaching orientation is deviated,and the method consciousness is weak.The content of teaching is limited,so we can not excavate the rich historical resources and tension gap in the text from the use of fables,image perception and moral understanding.Teachers can not interpret fables from the perspective of students.They often use abstract logical induction or direct inculcation,ignoring students' unique feelings and life experiences.The teaching method is single and the teaching process is modeled.It has become a single classroom for teaching words,learning texts and memorizing meanings.It can not give full play to the educational significance of fables.Fables are a unique literary genre with unique vitality,rich meaning and vivid sensibility.Their teaching methods can not be equated with other styles,and the lack of stylistic awareness is a prominent problem for today's Chinese teachers.The fourth part is about the suggestions for the teaching of Chinese fables in primary schools.According to the above problems,the author puts forward some suggestions to optimize the teaching of fables.Chinese teachers need to strengthen their own understanding of fables,constantly enrich historical and cultural knowledge,strengthen literary accomplishment,and improve teaching guidance ability to adapt to fables teaching.Language teachers should base their teaching on stylistic features,reasonably use reading aloud,contact with life and other methods to train the use of words,perceive artistic images,and comprehend the meaning of stories.In addition,fables are rich in content.Teachers should be good at tapping fables teaching resources,supplementing background information,original story,expanding reading,etc.