The Research On The Moral Educational Symbols Of The Folktales In The Senior Class Language Textbooks Of Chinese Primary School

Folktales,as an important kind of educational articles for both Chinese and foreigners from ancient times,have not been researched in the terms of their educational function so much yet.In fact,folktales have unique impact on moral education,especially the folktales in the language textbooks of primary school,and it is deserved to be studied further.This study,which was based on the former researches about the contents and themes of the folktales in the language textbooks of primary school,and the teaching methods for the folktales,collected the folktales from the several series of representative language textbooks of Chinese primary school in the long period after the establishment of the People's Republic of China,focusing on the moral educational symbols(the symbol conveying the moral meaning which the society requires)in theses folktales,using the document analysis method,statistical analysis method,comparative analysis method and content analysis,tried to explore how the folktales in the language textbooks of Chinese primary schools convey the moral meanings in details.After teasing out all the folktales in the several series of senior class language textbooks of Chinese primary school and finding the changing and long-lasting factors of the moral educational symbols in them,the author suggested that the changing and long-lasting factors are all adapted to the social culture and moral education requirements,and got the conclusion that the detailed ways the folktales in the language textbooks of Chinese primary schools convey the moral meanings are mainly these two: one is that the changing of the kinds,themes and other factors of the folktales chosen in the language textbooks of Chinese primary schools are the symbols of the times spirits and moral education focus in different periods.Another is that a folktale itself is composed of many kinds of moral educational symbols,such as typical characters,plots,languages,pictures and so on,and they construct the folktalelike the two-step semiotic system suggested by Roland Barthes,then use the contrast of the two steps of the system to deliver the moral meaning.Based on the findings of this research,the author gave some suggestions on using the folktales in the language textbooks of Chinese primary schools as a moral education tool in the future:1.The long-lasting moral themes should be kept.2.the choices of the folktales and moral educational symbols in them should be adapted to the socialist core values.3.the editors of the textbooks and the teacher should pay attention to the moral educational symbols and their structure in the folktales and make good use of them.