The Research Of Chinese Fable Reading Teaching In Junior Middle School

The style of fable has profound literary and educational value,and has been gradually applied to teaching in the development,forming a long tradition of fable education.However,in China,the history of fables used in teaching is relatively short.People pay more attention to the literary value of fables than the educational value,and the research on the teaching of fables in primary schools is far more than that in junior middle schools,which has not received enough attention.Accordingly,This paper will explore the reading teaching of fables in the current junior high school Chinese textbooks compiled by the Ministry of Education,and put forward some teaching suggestions and strategies.In addition to the introduction and conclusion,this paper is divided into four chapters.The first chapter is mainly about allegory and allegory teaching.Firstly,the definition and main characteristics of fable are clarified,and the teaching tradition of fable in China and the West is briefly summarized.The teaching value of logical thinking ability and language expression ability.The second chapter analyzes the arrangement of fables in the Chinese textbooks for junior middle school compiled by the Ministry of Education.Firstly,it makes a comprehensive analysis of the fables,and then discusses the unit introduction,pre-class prompts,thinking and exploration,accumulation and expansion from the perspective of textbook unit arrangement.Finally,it is clear that the arrangement of fables in the textbook has the characteristics of adjusting the distribution of selected texts,highlighting the stylistic characteristics of fables and emphasizing reading training.The third chapter investigates and analyzes the current situation of fable reading teaching in junior high school by means of interviews,questionnaires and classroom observation.From the results of the survey,we can see that there are some problems in the teaching of fables in junior middle schools,such as students’ lack of understanding of fables and insufficient accumulation.The teacher’s fable teaching lays particular stress on the interpretation of moral,and the teaching method tends to be stereotyped.The main reason is that in the teaching environment of mutual influence between learning and examination,students are greatly influenced by the learning of primary school fables.Not paying enough attention to the teaching of fables in junior middle schools and the lack of teachers’ awareness of teaching research.The fourth chapter puts forward the corresponding teaching strategies.First of all,the teaching content and objectives should be determined according to the students’ learning situation and the characteristics of the fable text,and secondly,the stylistic characteristics of the fable should be highlighted in the teaching design of fable reading,supplemented by a variety of reading teaching methods.It also emphasizes that both the interpretation of allegory and the internalization of allegory knowledge are equally important.Thirdly,we should attach importance to the accumulation of reading the whole book of fables.In a word,in the junior high school stage,which generally does not attach importance to fable teaching,we should start from classroom teaching and extracurricular reading to stimulate students’ interest in learning fables,improve the utilization rate of fable style,and change the current situation of fable teaching.