1-4Graders The Investigation Of Characters Gender Preference In Fairy Tales

On the basis of predecessors’ research, I aim the pupils who are grade one to four at investigating the gender preference of the roles in fairy tales. There’re two stages in this experiment. The first step, we totally picked up275pupils as selection experiment materials. The second step, we selected260pupils from them and explored their gender preference of the roles in fairy tales and their own gender developing features meticulously and deeply.There’re two valuable points of this research. From the theoretical standpoint, this research explored the value of fairy tales from the perspective of children gender roles and provided the related research data and conclusion of the research of children developing gender roles and fairy tales. From the practical standpoint, we can know the situation that the pupils from grade one to four gender preference of the roles in fairy tales. According to this preference, the editors can considerate children’s features when they pick and make up fairy tales. The materials not only fit children’s perception and mental development, but also adapt to children’s developing gender role. To guide teachers have aware of "sexual introduction" and lead students to choose the excellent characters from the bisexual so that they can better fit the social demand and broad fairy tales a new horizon. To direct parents how to take advantage of fairy tales to improve children’s development of gender roles and give play to the unique effect of children psychological development of fairy tales.The result showed:(1) The pupils from grade one to four didn’t have the differences of gender and grade on development gender.(2) The pupils from grade one to four have differences on preference gender. The girls prefer female role, however, the boys prefer male roles. (3)The pupils from different grades have different positive evaluation and negative evaluation.(4)The pupils who have different genders have different positive evaluation and negative evaluation.(5)The pupils from grade one to four have different positive evaluation and negative evaluation. Moreover, they prefer the positive evaluation.(6)The pupils from grade one have different internal qualities and external qualities. But there didn’t exist them in grade two to four.(7)The pupils from grade one prefer the external qualities. Moreover, it’s unobvious in grade two to four.(8)The pupils who have different genders didn’t have obviously difference internal qualities and.external qualities.(9)The pupils who are grade one to four didn’t have obviously difference internal qualities and external qualities. They prefer the external qualities.