A Study On The Current Situation And Strategies Of Teaching Fairy Tales In The Middle Grades Of Primary Schools ——A Case Study Of H Primary School In Yangzhou City

Fairy tale is a kind of children's literature genre with the characteristics of fantasy,exaggeration and symbolism.It creates a beautiful and pure world for children.The ups and downs of the storyline,the most beautiful characters,and the beautiful and fantastic whimsical ideas in fairy tales are very popular among children.In the process of learning fairy tales,children can enhance their aesthetic sensibilities,imagine freely,and enrich their spiritual world.Fairy tales are also an indispensable language learning resource in children's development.In the Ministry of Education's elementary school language textbook,most of the new fairy tale selections for the middle grades have been added,which brings new challenges to front-line teachers in teaching fairy tales.By conducting a field survey on the current situation of fairy tale teaching in the middle grades of elementary school,we analyze the survey data to find out the problems in fairy tale teaching practices and explore the causes behind them.With the theories of contextual teaching theory,pleasure pedagogy theory,and cognitive development theory as the theoretical support,this study focused on the current situation of fairy tale teaching in the middle grade language textbooks of the Ministry of Education through questionnaires,structured interviews,and classroom observations.The study found that:the interpretation of fairy tale texts focuses on pedagogical aspects and ignores humanistic aspects;the goal setting of fairy tale teaching relies on teaching materials and ignores the new curriculum;the implementation of fairy tale teaching emphasizes knowledge mastery and lacks aesthetics;the classroom atmosphere of fairy tale teaching is dull and lacks childishness.The main reasons for this are as follows:teachers' insufficient theoretical knowledge of fairy tale teaching;teachers' lack of attention to the requirements of the new curriculum standards;teachers' lack of exploration of the aesthetic value of fairy tale texts;teachers' single choice of fairy tale teaching methods.In order to improve the quality of fairy tale teaching in the middle grade language in the context of the use of the Ministry's textbook,the author proposes the following strategies for language teachers to optimize fairy tale teaching,taking into account the characteristics of the middle grade fairy tale selection and the learning situation of middle grade students:strengthening teachers' study and research on theoretical knowledge of fairy tales;paying attention to the study of the Ministry's textbook and the new curriculum;teachers pay attention to cultivating students'aesthetic awareness;and choosing rich and interesting fairy tale teaching methods.