A Study On Teaching Fairy Tales In Primary Scools Based On Core Language Literacy

As the most representative literary genre in the field of children’s literature,fairy tales are rich in literary and educational values and assume an important teaching function in primary school languages.Fairy tale teaching is an effective way to cultivate students’ core language literacy and plays an important role in the cultivation of primary school students’ culture,language,thinking and aesthetics.This study understands the current situation of fairy tale learning and teaching in primary schools based on language core literacy,explores the current problems and causes of fairy tale teaching,and develops practical strategies for teaching fairy tales in primary schools in order to improve the quality of fairy tale teaching in primary schools and develop students’ language core literacy.The text is divided into five chapters:The first chapter focuses on the reasons for the selection of the topic,the significance of the study,the definition of core concepts,the literature review,and the research ideas and methods.The second chapter explores the relationship between language core literacy and primary school fairy tale teaching through the characteristics of primary school fairy tale teaching and the number and selection of fairy tales in the primary school language textbooks of the Ministry of Education.In Chapter 3,in order to understand the current situation of fairy tale teaching in primary schools based on language core literacy,firstly,a questionnaire is prepared and an interview outline is designed,secondly,language teachers and students in F primary schools in Harbin are selected to distribute the questionnaire and some language teachers are interviewed at the same time,and finally,statistical data are compiled to describe the current situation.Chapter 4 summarises the current problems of fairy tale teaching in primary schools based on the findings of the survey,for example,fairy tale teaching objectives are rather general and vague,fairy tale teaching contents are biased towards test-taking,fairy tale teaching methods are relatively single,and fairy tale teaching evaluation oriented to language core literacy is not sufficiently reflected.This study attempts to analyse the causes of the above problems and draws the following conclusions:teachers’ core literacy concepts have not been internalised,exam-oriented education has tended to make fairy tale teaching utilitarian,the negative impact of traditional teaching models and teachers’ misconceptions about teaching evaluation.Chapter 5 addresses the problems of fairy tale teaching in primary schools and tries to propose strategies for optimizing fairy tale teaching in primary schools based on the four dimensions of language core literacy: teaching objectives,teaching contents,teaching methods and teaching evaluation.