A Study On Teaching Fables In Middle School Language Under The Concept Of Generative Teaching

Fables are a genre of stories that tell truths through stories,usually short in length,and have the characteristic of "big truths in small stories".In school,fables are also found in language books at all grade levels,so it can be said that fables accompany us from home schooling all the way to schooling.Fables in home education are mainly narrated by parents and children just listen to the reasoning,and in school education they are mostly narrated by teachers,which does not fully play the important role of students in learning fables.This paper introduces the concept of generative teaching in order to emphasize students’ subjectivity in learning fables,integrating the teaching of fables with generative ideas,which is intended to give new life to fable teaching by emphasizing the constructive and generative part of classroom teacher-student interaction.Chapter 1 provides an overview of the concept of generative teaching and fable teaching.The first chapter provides an overview of the concept of fables and fable teaching.It mainly includes the clarification of the concept of fables,which is a genre with both stories and truths;the clarification of the concept of generative teaching,which refers to the dynamic changes in the classroom process;and the significance of the concept of generative teaching to fables and fable teaching.Chapter 2 discusses the selection of fables in junior high school language and the current situation of teaching.Analyzes the selection of fables in the Ministry of Education’s version of junior high school language textbooks now in use,and concludes that the selection of fables is small in length,and teachers should use the concept of generative teaching to guide students to pay attention to the teaching of fables.The questionnaire on students’ learning of fables revealed that students’ understanding of fables is not deep enough,their learning style is single,and their initiative is neglected in their learning of fables.At the same time,the author interviewed several teachers in junior high schools and concluded that there are three problems in teaching fables:teachers’ lack of comprehensive interpretation of fables,lack of new teaching methods,and lack of knowledge of fable theory.Chapter 3 proposes strategies for teaching fables in middle school language under the concept of generative teaching.In response to the problems in teaching fables in Chapter 2,the author summarizes four strategies based on the writing and teaching characteristics of fables: interpreting fable meanings from multiple perspectives,interpreting fable stories at multiple levels,understanding fable images from various aspects,and developing fable creations in multiple ways,taking into account the author’s own practice and learning experience.Students are not only involved in the process of generating fables in the classroom,but also guided to explore the truths in the fables step by step with their actual experiences.Chapter 4 is a design and analysis of teaching fables in middle school language under the concept of generative teaching.On the basis of the strategies proposed in Chapter 3,four fables from Four Fables are used for teaching design and reflection,hoping to use the teaching design to inspire teachers in practice.