Research On The Current Situation And Improvement Strategies Of Chinese Fairy Tale Teaching In Junior Elementary Schools

Fairy tale is an important subject of children's enlightenment education in the early years,which accords with the law and characteristics of children's physical and mental development.Fairy tale text is an important part of primary school Chinese teaching materials,which plays an important role in children's correct life attitude,values and world outlook,and in promoting the development of physical and mental health.The reading goal of the middle and low years of Chinese curriculum standard also emphasizes that students should be able to read shallow fairy tales and recommend fairy tale books for students.It can be seen that fairy tales play an important role in the study of low-school Chinese,and fairy tale teaching should attract the attention of many scholars and teachers.At present,there are still some realistic problems in the teaching of Chinese fairy tales in primary school,so how to solve the practical problems in the teaching of fairy tales is worth our in-depth exploration and research.To investigate the present situation of Chinese fairy tale teaching in primary schools more accurately and deeply,this paper mainly adopts the methods of literature research,questionnaire survey and classroom observation,on the basis of reading and sorting out the relevant documents,taking C three representative primary school Chinese teachers and fairy tale teaching classroom as the research object,questionnaire survey and recovery of Chinese teachers in three primary schools in C city from five dimensions: theoretical accomplishment,establishment of teaching objectives,teaching implementation process,use of teaching methods and teaching evaluation effect,Observe and record the teaching situation of fairy tale classroom.Through investigation and research,it is found that there are some problems in three primary schools,such as lack of teachers' relevant theoretical knowledge,lack of teachers' clear teaching objectives for fairy tales in low years,heavy emphasis on teaching implementation process,lack of scientific teaching methods and low level of teaching evaluation ability.It is found that the teaching of Chinese fairy tales in the lower years of primary school is influenced by the following five aspects: teachers' own theoretical literacy is not high,teachers' understanding of the importance of teaching objectives is insufficient,the teaching implementation process is utilitarian,teachers' practical experience in fairy tale teaching is scarce,and teachers' evaluation consciousness is weak.In view of the above situation,this study puts forward the following strategies and suggestions: we should strengthen the theoretical study of fairy tale knowledge,renew teachers' concept of fairy tale teaching,improve teachers' relevant theoretical literacy and teaching ability;establish the three-dimensional goal of fairy tale teaching.It is hoped that this study can stimulate students' enthusiasm and initiative in learning fairy tales and improve the teaching level and teaching quality of fairy tales for teachers in primary school.