Selected Research On Fables In Chinese Textbooks For Elementary School

Teaching material is the medium of teaching activities and plays an important role in teaching.Chinese textbooks train students’ listening,speaking,reading and writing abilities through the selection of texts.As a literary form,fable has been applied to education for a long time,and it is an important source of selected texts.As selected texts,fables are not only deeply loved by students,but also play a certain role in cultivating moral sentiment,improving language ability and training thinking ability.This paper studies the fables in Volume 1-12 of Compulsory Education Curriculum Standard Experimental Textbook Chinese published by People’s Education Publishing House from 2001 to 2006 and the Content analysis is applied as the main study method to analyze the characteristics of the fable texts in the selection and arrangement.Based on the relevant study,the author determines five first-level indicators and corresponding standards for the selection of fables.The five first-level indicators are the combination of literary and beauty,the diversity of themes,the coordination of style,the upholding of the right and the new,the convenience of teaching and learning.In choreography,there are two first-level indicators,that is,the reorganization of layout and other components.On the basis of these indicators,the author forms a concrete analysis framework and analyzes the current situation of the fable texts.Next,this paper summarizes the existing problems: it has narrow horizon;it does not reflect the obvious stage difference in the arrangement of ideological content and difficult words;the editors’ adaptation is modeled and the compilation components around the selected articles are also lack of integrity.Finally,this study draws the following suggestions: adjusting the selection of fables according to the content of fables;broadening the horizon of the selection and increasing the content of the times;adjusting the amount of difficult words in middle and senior years appropriately;refining the criteria for adapting the selection of fables;integrating the components of the arrangement of fables to stress on the emphasis.