Research On Fable Teaching In Chinese Textbooks For Junior Middle School

Fable is an ancient literary genre.It alludes to reality through fictional simple stories and tells people a profound truth.Because of its own special literary value and educational significance,it is not only promoted to read in the 2011 edition of "Compulsory Education Chinese Curriculum Standards",but it has also been selected by various versions of Chinese textbooks for primary and secondary schools.Fable works have their own distinctive characteristics,and they have a positive effect on students’ study and life.Therefore,it has certain value for the research of fable teaching.This article is mainly composed of four chapters:In the first chapter,the author first made statistics on the selected fables of the junior high school Chinese textbooks in four editions(Sujiao Edition,Chinese Edition,People’s Education Edition,and Ministry Edition),and comprehensively analyzed the selected editions of junior high school language teaching materials.The content of the fable entered is more reasonable in all respects than the other three versions.Secondly,combined with the curriculum standards,the characteristics of junior high school students and the actual situation of junior high school teaching,the reason for the emergence of the fables in the junior high school Chinese textbooks of the Ministry edition is specifically explained.Finally,in order to facilitate the junior high school teachers and students to have a clear and rapid understanding of the fables in teaching,the author classified the selected fables in the junior high school Chinese textbooks.Chapter Two,in order to understand the real situation of the current middle school teachers and students in fable teaching,the author conducted questionnaires and interviews with teachers and students of a junior high school in Xixia District,Yinchuan City during the educational practice period,and analyzed and summarized the survey results.Find out the problems in fable teaching from both the students and teachers.The specific manifestations are:lack of students’ knowledge of fables and styles,wrong reading methods,ignoring the combination of reading and writing,and not paying attention to connecting with real life;teachers’ lack of professional theoretical knowledge,inflexible and effective teaching methods,lack of guidance for students when interpreting allegories,and neglect.Comparative teaching of western fables.These questions prepare specific teaching strategies for the next chapter.The third chapter is based on the investigation of the current situation in the second chapter,and proposes specific strategies for fable teaching from two aspects:teacher guidance and teacher teaching.In terms of teachers’ guidance to students,the four aspects of "let students be interested in learning fables,read fables from multiple angles,focus on the combination of reading and writing,and connect with practice" are proposed;in terms of teachers’ improvement of teaching skills,"mastery of theoretical knowledge,These four strategies are flexible and effective teaching,multi-directional guidance and analysis of meanings,and comparative teaching of Chinese and Western fables.Hope to help junior high school teachers and students.In Chapter four,the author organizes and analyzes the collected fable instructional design and instructional videos,refers to these existing materials,selects one Chinese and Western fable in the junior high school Chinese textbooks,combined with the specific strategies proposed in Chapter 3.The teaching design is hoping to provide reference and help for junior high school teachers and students in the teaching of fables.