Investigation And Research On The Current Situation Of Chinese Mythology Teaching In Primary School ——A Case Study Of C Primary School In Hai'an City

Myth is not only a treasure in China's traditional culture,but also an important part in the history of world cultural development.It has profound connotation,rich imagination and magical language.Naturally,it has also become the main content of Chinese education.Since the founding of new China,there has been a seat of myth in all kinds of Chinese textbooks for primary and secondary schools.The Ministry edition that has been fully launched and used in recent two years has also included many classic myths.The first volume of grade 4 has specially arranged Myth theme units.The significance of myth in Chinese teaching can not be underestimated.What is the current situation of myth teaching?Does it play the teaching value of myth?How to construct an effective myth classroom?These have become issues that need to be studied.Through the investigation and analysis of myth teaching in Hai'an C primary school,this study finds out the existing problems and puts forward targeted solutions.The paper is divided into five parts:The first part is about the rational thinking of Chinese myth teaching in primary school,including the definition of myth and myth teaching,the value of myth teaching and related theoretical basis.The second part introduces the design and implementation of Chinese mythology teaching in primary school.It mainly adopts three methods:questionnaire survey,classroom observation and interview to obtain data from the aspects of concept understanding,goal design,content selection,method application and evaluation methods,so as to understand the current situation of Chinese mythology teaching in primary school.Based on the previous investigation and research,the third part makes an in-depth analysis of the problems existing in myth teaching,which is summarized as follows:Teachers' low awareness of myth teaching ideas and values,deviation in the design of teaching objectives,too conservative selection of teaching contents,rigid use of teaching methods,and single teaching evaluation methods.The fourth part analyzes the main reasons for the problems,which are as follows:the position of myth teaching in school education is gradually marginalized and has not attracted enough attention from educators;Teachers lack the quality of myth teaching design and implementation;Exam oriented education and traditional reading concepts are deeply rooted;The reflection and research of daily myth·teaching are not enough.The fifth chapter puts forward corresponding solutions to the above-mentioned problems and reasons:first,improve the level of teachers' myth teaching by encouraging reading and strengthening training;Secondly,it puts forward corresponding optimization measures for specific links of teaching,including formulating teaching objectives in combination with learning situation and text,selecting teaching contents with highlighting mythological characteristics as the core,enriching daily mythological teaching methods,and adopting diversified teaching evaluation.Finally,the process and results of this study are summarized,the deficiencies are analyzed,and the follow-up research is prospected.