Research On Teaching Status Of Korean Language Children’s Fairy Tale In Primary School

Fairy tale teaching plays an important role in Korean language teaching in primary schools.The rich fantasy and exaggeration of fairy tales are of great value to the stimulation of children’ s imagination,the cultivation of aesthetic emotion and the edification of personality.The compulsory education Korean language curriculum standard(2013 version)(Trial draft)clearly points out that:through the learning of Korean language discipline,students can learn language and characters,master language activity ability,promote students to use language in a standardized way,while paying attention to students’ cultural accumulation,laying a solid foundation for students’ culture and aesthetic awareness,aesthetic interest and aesthetic ability,and improving students’aesthetic ability The cultural taste and the formation of correct values and a sound personality.The teaching of Korean fairy tales in primary schools plays an important role in improving students’cultural accumulation and aesthetic ability.Based on Piaget’ s cognitive development theory,vygowski’s zone of proximal development theory,constructivism theory,situational teaching theory,intuitive teaching theory and other related theoretical achievements,this research mainly adopts the methods of literature,investigation,observation and text analysis,According to the current situation of Korean Fairy Tale Teaching in primary school and the current situation of students’ fairy tale learning.Through investigation and research,it is found that:Teachers’insufficient understanding of the value of Korean fairy tale teaching leads to the design of fairy tale teaching objectives focusing on knowledge rather than emotion:teachers’mastery of the characteristics of fairy tale teaching leads to the neglect of imagination,aesthetic emotion and personality cultivation in the teaching content;teachers’ poor understanding of fairy tale teaching and insufficient students’ leading consciousness lead to fairy tales The selection of teaching methods tends to be fixed;teachers lack the relevant knowledge of fairy tale teaching,which leads to the lack of pertinence of teaching evaluation content,the lack of comprehensive evaluation language,and the lack of multi perspective.Through the discussion,four conclusions are drawn:the goal of fairy tale teaching is not clear enough to grasp the educational function of Korean fairy tale teaching;the content of fairy tale teaching attaches importance to the study of knowledge and ignores the students’ imagination,aesthetic emotion and personality influence;the content of fairy tale teaching evaluation is less,the evaluation method and subject are single,so it is difficult for students to get effective feedback;fairy tale teaching has been designed The improper allocation of time in formalization and teaching design can not fully reflect the value of fairy tales.Based on the conclusion,this paper puts forward four suggestions for improvement:improve teachers’ theoretical literacy of fairy tale literature,improve the understanding of fairy tales and its effect on students;accurately locate the teaching objectives and contents of fairy tales and put the value orientation of quasi fairy tale teaching;flexibly choose fairy tale teaching methods to highlight the characteristics of fairy tale teaching;optimize the evaluation of fairy tale teaching,actively study and discover students,and stimulate students’ interest Interesting.