Research On Fairy Tale Teaching In The Second Period Of Primary School Based On The Cultivation Of Students’ Thinking Ability

Chinese core literacy is the focus of Chinese teaching research in recent years."Chinese Curriculum Standards for Compulsory Education(2022 edition)" clearly puts forward the concept of Chinese core literacy,and "thinking ability" is an important part of the core literacy.In Chinese courses,students’ thinking ability is based on language application.Language is an important tool of communication and thinking,and the process of language development is also the process of thinking development [1].Therefore,in order to improve students’ language application and construction ability,we should pay attention to the cultivation of students’ thinking ability.As a course of humanism and tool,Chinese is not only a tool subject for students to learn language,but also a humanistic subject to cultivate students’ thinking ability,especially in fairy tales literature contains potential educational resources for cultivation of thinking ability.In the fairy tale world,students can make friends with animals,create their own world by imagination and association,explore the colorful nature of all things,and experience the life circumstances of different characters.Fairy tale is a bridge connecting students with the world,which brings infinite surprise and joy to students’ study and life.Its interesting and pure language,full of fantasy and absurd storyline,in line with the cognitive characteristics of children’s growth,is an indispensable language learning resource in the development of students’ thinking ability and learning growth process.The first chapter of this paper discusses the concept definition,feasibility and theory overview of training students’ thinking ability in fairy tale teaching.The second chapter,with the help of text analysis,carries on the front-end analysis of the thinking ability of the students cultivated in the fairy tale teaching of the second learning section of the unified edition of primary school Chinese,and sorts out the learning situation of the students in the second learning section and the thinking elements related to the fairy tale in the textbook.The third chapter,by means of investigation and research,aims at two groups of teachers and students in the second learning section of Y Primary School in Nanning City,to understand the education status of cultivating students’ thinking ability in fairy tale teaching.According to the sorting out and investigation and interview of the content of training thinking ability in the textbook,it summarizes the existing problems and reasons in the cultivation of students’ thinking ability in fairy tale teaching.This paper gives examples of the problems existing in teachers’ training of students’ thinking ability in fairy tale teaching.There are mainly four aspects: teachers’ lack of knowledge in the cultivation of thinking ability;Teachers’ grasp of the stylistic features of fairy tales should be strengthened;The fairy tale teaching method of teachers is single;Teachers’ evaluation of fairy tale teaching is vague.The main reasons are as follows: Teachers do not study the stylistic features of fairy tales deeply enough;Teachers’ teaching vision is not broad enough;Teachers have insufficient understanding of the importance of evaluation.Based on the above problems and reasons,the fourth chapter of this paper puts forward four strategies from the teaching of teachers: first,strengthen the learning of thinking ability cultivation of relevant knowledge.Read the Chinese curriculum standard,grasp the direction of thinking training;Participate in relevant training,strengthen the knowledge of thinking quality.Second,actively participate in fairy tale teaching and research activities.Implement fairy tale teaching and research,enhance the consciousness of learning style;Carry out various activities to develop students’ thinking ability.Third,the comprehensive use of a variety of teaching methods.Create a real situation to promote the development of students’ thinking;Build learning support and present the process of thinking development.Fourth,open comprehensive teaching evaluation.Emphasize the function of unit evaluation by grasping the characteristics of prediction;Combined with the double reduction policy,optimize the form of teaching evaluation.