Research On The Teaching Strategies Of Chinese Fables In Primary Schools Based On The Characteristics Of Textbook Arrangement

As a literary genre,fables have an important impact on students’ character and understanding by their moral,intellectual,aesthetic and cultural functions.In 2011,the compulsory education language curriculum standards emphasized the implementation of core language literacy and put forward new requirements for student development.In 2014,the Ministry of Education issued the "Opinions on Comprehensively Deepening the Curriculum Reform and Implementing the Fundamental Task of Lide Shuren",according to the characteristics of the new era,the "Opinions" require the cultivation of students’ noble moral sentiments,solid scientific and cultural qualities,healthy body and mind,and good aesthetic tastes,while emphasizing the need to enable students to have Chinese cultural heritage and the common ideal and vision of socialism with Chinese characteristics.In 2019,the unified version of primary school Chinese textbooks was fully put into use,and the arrangement of fable works has changed,and teachers’ fable teaching is facing challenges.Therefore,it is of great practical significance to explore the teaching of language fables in primary schools in the light of national policies,compulsory education language curriculum standards and new teaching materials.This article is divided into an introduction and five chapters,the main contents of which are as follows:The introduction section includes seven aspects: research origin,research significance,research theoretical basis,research ideas,research methods,research reviews and innovation points.The first chapter is an overview of the parable.It mainly elaborates on the definition of fables,the characteristics of fables,and the classification of fables.The second chapter is the selection and arrangement analysis of the unified edition of primary school chinese fables,which includes two parts: the analysis of the fables of the unified edition of primary school language textbooks and the layout characteristics of the fables of the unified edition of primary school language textbooks.Through the text analysis method,the author analyzes the distribution,provenance and form,classification,image and language elements of the fable selection,and summarizes the unified edition of the primary school language fable works with speculative reasoning into the training,cultivating students’ logical thinking;repeating the requirements to increase the difficulty and promote students’ understanding of the meaning;the teaching objectives are progressive,showing a spiral;the teaching content is serialized,following the law of student development;the reading aid system is carefully designed to make five arrangement characteristics of the pragmatic use of language knowledge.The third chapter is the investigation and analysis of the current situation of Chinese allegorical teaching in primary schools.Taking four primary schools in Jiangnan District of Nanning City as an example,the author conducted a survey on the learning of fables and the teaching of fables on primary school students and teachers in grades 1-6 of four primary schools in Jiangnan District of Nanning City through questionnaire survey method and interview survey method.The fourth chapter is an analysis of the problems and causes of the teaching of Chinese fables in primary schools.Through the investigation,the author found that there are problems at the student level that have strong dependence on teachers and difficulties in allegorical expression,and there are problems at the teacher level that confuse the stylistic characteristics of allegory,one-sided understanding of allegorical values,bias in teaching content,and lack of hierarchy in teaching focus.Then,the author analyzes the causes from three aspects: the lack of theoretical knowledge of teachers’ fables,the shallow interpretation of teachers’ texts,and the teachers’ neglect of the characteristics of selected essays.The fifth chapter is the optimization strategy of teaching Chinese fables in primary schools.Based on the contents of the previous chapters,the author finally proposes four strategies for optimizing the teaching of fables: first,teachers combine fable selection to strengthen the knowledge related to fables;second,deepen the interpretation of fable texts and enrich the content of fable teaching;third,according to the elements of the unit language,realize the hierarchy of teaching priorities;fourth,rely on the fable practice bracket to improve students’ pragmatic ability.