On The Teaching Strategy Of Chinese Fable In Primary School ——Take Tprimary School In K City As An Exampletake T Primary School In K City As An Example

Fable is an important literary form,which plays a vital role in the development of pupils' intellectual education,moral education and aesthetic education.Fables have important educational value for the learning and growth of primary school students,so they are often included in primary school Chinese textbooks.How teachers teach fables and make fables play their greatest educational value is a prominent problem in teaching practice.Therefore,the writing purpose of this paper is to explore the strategies of Chinese fable teaching in primary school,so as to make fable play its greatest educational function in the teaching process.Based on the Chinese curriculum standard for compulsory education(2011 Edition),this study comprehensively uses the research methods of literature,questionnaire and interview to study the Chinese fable teaching in primary school.On the basis of previous studies,this paper makes an overall analysis of the selected fables in primary school Chinese textbooks,and summarizes their characteristics.Based on the close relationship between fable teaching and teachers and students,this study will investigate and analyze from the perspectives of teachers and students.In the design of the questionnaire for students,the content of the questionnaire closely focuses on the teaching of school teachers and students' fable learning.The purpose is to understand the views and attitudes of teachers and students on fable teaching,and then understand the existing problems.According to the students' survey results,the outline of teacher interview is designed,especially the dialogue and interview with experienced Chinese teachers in the school to understand the teachers' mastery of allegory knowledge and their views on allegory teaching.By sorting out the questionnaire of students and the interview records of teachers,it is found that there are the following problems in the teaching of Chinese fables in primary schools: students have a single cognition of the value of fables;Students' ability to learn fables by themselves is not strong;Teachers have less knowledge of fables;The teaching method of fable is not novel enough.Aiming at the problems existing in fable teaching,this study puts forward practical fable teaching strategies for teachers.Primary school Chinese teachers should carefully study the curriculum standards in the teaching of fables and grasp the educational elements in the teaching of fables.In the teaching of fables,we should pay attention to the guidance of students and stimulate students' interest in writing.Stimulate students' interest in reading by reading.Pay attention to after-school exercises combined with fables in teaching materials to stimulate students' interest in communication;Primary school Chinese teachers should pay attention to the reserve of fable knowledge and have the consciousness of autonomous learning.Actively improve the theoretical literacy of allegory teaching,enrich historical and cultural knowledge,and supplement the background knowledge of allegory;In the process of fable teaching,we should keep pace with the times and develop the thinking of fable teaching.Focusing on the text of fables,pay attention to the multiple interpretation of fables.In the teaching of fables,we should contact with the reality of life and pay attention to the characteristics of Chinese curriculum.We can also stimulate our own fable teaching thinking by observing the fable teaching classroom.Therefore,in the teaching of Chinese fables in primary schools,teachers should realize that the educational value of fables plays an important role in the development of students,especially the educational function of Chinese curriculum itself.Exploring the teaching strategies of Chinese fables in primary schools can not only improve the quality of teachers' fable teaching,but also help to promote the all-round development of primary school students.