Research On The Current Situation And Optimization Strategies Of Fable Teaching In Primary School Chines

As a special literary genre,fable has been selected into Chinese textbooks for primary and secondary schools because of its unique and rich value.The second volume of the third grade of primary school Chinese compiled by the Ministry also has a unit with the theme of "fable",which can be seen that textbook writers attach great importance to fable.Fables have very profound educational significance.Learning fables can not only help students establish correct values and develop excellent moral quality,but also improve students’ thinking ability and aesthetic quality.Therefore,teachers need to study fables to maximize their value.However,there are still many problems in the teaching of fables in primary school.Based on this,the researcher carried out this study.On the basis of combing the relevant literature,content analysis,questionnaire,interview and classroom observation were used to this study.In the initial stage of the study,through reading the relevant literature materials of fable teaching,the relevant concepts are clarified,including the definition of fable and fable teaching,the stylistic characteristics of fable,the value of fable and the basis of fable teaching.In the stage of investigation,firstly,I simply sorted out all the selected fables in the 12 volumes of textbooks,and summarizes the characteristics of the selected fables in the number of segments,material selection,module distribution,role image,presentation form and theme.Secondly,on the basis of referring to the teacher questionnaire prepared by Yu Rong,combined with the fable teaching situation in Q city and the suggestions of the tutor,the dimensions and problems of the questionnaire are determined,next 100 teachers are selected as the main research objects from 3 middle-level schools in Q city,through the distribution of paper questionnaires and electronic questionnaires,a total of 93 relevant data on fable teaching were collected.At the same time,in order to have a deeper understanding of some problems,I also randomly selected 6 teachers and 8 students in the survey school to conduct relevant interviews.Finally,three representative teaching cases are selected for analysis in order to more intuitively present the problems existing in fable teaching.After the above investigation,it is concluded that the problems existing in the current Chinese fable teaching in primary schools are as follows: the interpretation of fable teaching is single;the teaching method of fable uses pattern;the fable teaching relies too much on multimedia;the development of fable teaching resources is not sufficient;the extension education of fable teaching is weak.According to the problems found in the survey,the researchers analyze the causes from three levels: fable,students and teachers.At the level of fable,it is mainly because the stylistic value of fable is ignored and the thinking value of fable is ignored.At the level of students,it is mainly due to the lack of students’ learning initiative,the lack of attention to the differences between learning stages,the lack of correct guidance for personalized interpretation,and lack of attention to the extracurricular fable reading.At the level of teachers,it is mainly because teachers’ fable literacy needs to be improved,their awareness of teaching reflection needs to be improved,and their awareness of educational research needs to be strengthened.In the last part of this study,the corresponding optimization strategies are put forward: firstly,teachers should implement targeted teaching according to the characteristics of fables;secondly,teachers should base themselves on students and carry out personalized teaching;finally,teachers should actively carry out special research on fable teaching,cultivate teaching reflection and research consciousness,and constantly improve their education and teaching ability.