Research On The Interpretation Of Primary School Chinese Fairy Tale Texts From The Perspective Of Bakhtin's Dialogue Theory

Fairy tales,as a literary genre that is logical for children to read,make up a large part of the selection of texts in primary school language materials.Our researchers' efforts are directed toward interpreting fairy tale literature so that it can perform its proper educational function.In current language teaching activities,however,teachers do not interpret fairy tale texts in sufficient detail to design teaching sessions to understand and appreciate reading fairy tales as a special genre.This study tries to analyze the dialogue theory by comparing it with fairy tale text interpretation,identifying the common features between the two,and then compiling the dialogue that can be conducted in text interpretation and emphasizes the subjective position of students in teaching fairy tales,confirming the feasibility of the study.The unique advantages of introducing the theory into the interpretation of fairy tale texts are also analyzed on this basis,which is expected to provide some help for its application strategies.In this study,342 students in a primary school in Tianjin were surveyed by means of a questionnaire.The questionnaire contains three dimensions of students' reading habits,learning styles and learning expectations of fairy tales,yielding,among other things,the direction of students' concerns when reading fairy tales.This was followed by a survey of the six language teachers in the class by means of interviews,which yielded results on the teachers' approach to text interpretation and the development of text interpretation skills.These results were then compared and collated to identify problems in teachers' current work with fairy tale texts,including the following: teachers' insufficient awareness of the issues,over-reliance on teaching resources,and a lack of accurate targeting of students.These problems were analysed in relation to the content of the teacher interviews and the actual teaching situation in the school,both in terms of the teachers themselves and the teaching environment.Having identified the problems in teachers' text interpretation work today and their causes,this study offers the following four recommendations to improve the quality of fairy tale teaching and the accuracy of text interpretation.Firstly,teachers should improve their own literacy in fairy tale text interpretation,including improving their awareness of the fairy tale genre and text interpretation skills,and seize all opportunities for teaching and research to enrich their knowledge base.Secondly,teachers should change their original approach to interpretation,including upholding students' right to expression,focusing on students' reading orientation,and enriching the assessment criteria for students to enhance their learning status.Thirdly,it sets out the direction of teachers' interpretation,judging that their interpretation work should be geared towards serving future teaching practice,improving students' language skills,and serving to achieve their growth and development.Finally,the focus is on improving the way students read,with the expectation that both the construction of reading topics and the development of diverse reading activities will encourage active and immersive reading.