The Selection And Teaching Research Of The Fables In The Chinese Textbook For Junior High School In The Unified Edition

The fable is a short literary story,revealing a literary genre with profound allegory significance,and has a place in all versions of Chinese and English textbooks.As far as the Chinese textbooks for junior high school are compiled,there are ten fables in the six books,but the distribution of the eight fables is not uniform.The types of materials are not rich enough,and teachers have neglected in the teaching of fables.The fable style,the single form of the classroom,and the lack of links between fables and oral communication and writing.This article focuses on the author's views and suggestions on the selection and teaching of the fables in the Chinese textbooks for junior high school.This article is divided into an introduction and three chapters,the main contents are as follows:The introduction mainly introduces the four aspects of the topic selection and research significance,research summary,research ideas and methods and innovation points.The first chapter is an overview of the fables.It mainly analyzes the concept of fables,including the interpretation of fables definition by domestic and foreign scholars and the definition of fables definition by authoritative dictionary books;summarizes the characteristics of fables;expounds the types of fables;analyzes the educational value of fables;and distinguishes fables from Myths,fairy tales and other styles.The second chapter is the current situation and suggestions for the selection of fables in the textbooks of junior high school.This paper analyzes the arrangement of fables from five aspects: quantity,article content,unit combination,pre-course lead and after-school exercises.It is found that the selection of fables is not evenly distributed in the selected literary section,the selection of materials is not rich and the fable thinking is expanded.There are fewer problems in the exercises,so the author puts forward suggestions for adjusting the distribution ratio of the literary segments of the fables,enriching the selection of the fables and the thoughts of adding the fables after class.The third chapter is the current situation and suggestions for the teaching of the fables in junior high school.Taking the Pukou Middle School in Cangzhou City of Zhejiang Province as an example,the author conducted a questionnaire survey on thefables learning situation of junior high school students,and conducted an interview survey on the allegorical teaching experience of junior middle school Chinese teachers.It was found that there was a low interest in fables in the study of students' fables.Too much reliance on teachers to explain fables and the lack of extracurricular fables accumulation,teachers' fables teaching has a weak sense of fable and stylistic,classroom presentation is simple,and after the class ignores the writing of fables,so the author proposes that students need to improve the style of fables.Consciousness,the ability to autonomously learn fables and the suggestion of accumulating the accumulation of extracurricular fables;teachers need to enhance the awareness of fables,enrich the classroom presentation and implement the recommendations to write strategies for reading.