| The fairy tale world is a fantasy one,whose exaggerated plots and moving images are deeply by children.As a spiritual food for children's growth,fairy tales not only bring children a pleasant reading experience,but also moisten their hearts with love.Fairy tales can not only stimulate students' imagination and cultivate their language sense,but also improve students' aesthetic taste and promote their healthy and happy growth,which have irreplaceable educational value.Therefore,fairy tales have always been important genres of children's literature in primary school Chinese teaching.Since the second half of 2019,the unified primary school Chinese textbooks have achieved full coverage of compulsory education in grades 1-9.The number of fairy tales selected in middle-aged primary schools has increased significantly,which suggests the importance and necessity of fairy tale teaching in middle-aged primary schools.However,the short use time of the unified primary school Chinese textbooks,and some teachers' insufficient teaching practical experience,result in not well adaptation to the change of textbooks,especially in the fairy tale teaching which will inevitably produce some confusion.So,how to make good use of the fairy tales selections of the middle-aged textbooks in the unified edition for effective teaching,teachers need to actively think and explore.This study investigated and analyzed the current situation of fairy tale teaching in the middle-aged through the analysis of fairy tale selections in the middle-aged Chinese textbooks for middle-aged primary schools,revealed the problems and causes,and put forward the improvement countermeasures for the unified edition of fairy tale teaching in the middle-aged according to the existing problems.This study,on the basis of the happy education theory,constructivist learning theory,and situational teaching theory,combined with middle-aged pupils' cognition of fairy tale style and basic theories of fairy tale teaching,adopting literature research method,text analysis method,comparative analysis method,questionnaire survey method,classroom observation method and interview method to collect data,focused on the following three questions: First,what are the differences in the characteristics of fairy tale selection and arrangement between the unified edition of the middle-age primary school Chinese textbook and the PEP edition of the middle-age primary school Chinese textbook? Second,what are the current situations of fairy tales in Chinese textbooks for middle-aged primary schools in the unified edition? Third,what are the countermeasures for the teaching of fairy tales in the middle-aged primary school Chinese in the unified edition?The study found that some teachers' fairy tale teaching ideas have deviation,ignoring the fairy tale ontology function.The teaching goal is tool-oriented,ignoring the rich emotional experience.The teaching method is single and lack of “fairy tale”.The teaching process has strong presupposition,which restricts students' imagination.The main reasons are as follows.First,problems in the study are affected by traditional exam-oriented education.Second,teachers lack the theoretical literacy of fairy tales.Third,teachers' awareness of fairy tales is not strong.Fourth,teachers' extracurricular reading guidance consciousness of fairy tales is weak.In order to solve the above problems,improve the quality of fairy tale teaching for middle-aged elementary school under the background of using unified edition,the following suggestions and countermeasures for optimizing fairy tale teaching are put forward.First,pay attention to theoretical learning and improve teachers' comprehensive quality.Second,clarify the value of fairy tale education in middle age and establish multidimensional teaching objectives.Third,based on the stylistic features of fairy tales,various teaching methods are adopted.Fourth,focus on fairy tale extracurricular reading and strengthen extracurricular reading guidance. |
PDF Full Text Request