A Comparative Study On The Implementation Of Science Fairy Tale Teaching In Primary School

As an important part of fairy tales,scientific fairy tales are an important curriculum resource for primary school Chinese.Science fairy tales integrate scientific knowledge into fairy tales,and depict a childlike world full of fantasy in an exaggerated and anthropomorphic way,reflecting the harmony and unity of science and artistry,which is not only favored by children,but also plays an important role in stimulating students’ curiosity,cultivating imagination and improving scientific quality.Therefore,how to better realize the educational value of science fairy tales through the teaching of teachers and the learning of students is a topic worth exploring.The comparative study on the implementation of science fairy tale teaching in primary school is to explore the teaching examples of science fairy tales of teachers to explore the educational value of science fairy tales,so as to provide universal guidance and suggestions for teaching practice.At present,there are relatively few studies on the teaching of fairy tales in primary school language science at home and abroad,and the teaching experience that can be used by front-line teachers still needs to be enriched.Therefore,this study aims to enrich the teaching experience of science fairy tales through a comparative study of primary school Chinese science fairy tales teaching examples,and then provide a convenient and innovative teaching reference for front-line Chinese teachers.Based on the above analysis,this study takes the primary school Chinese science fairy tales’ article as the starting point of the research,and goes deep into four primary schools in L City,Henan Province to conduct a systematic investigation.Based on the principle of purposive sampling,the researcher used the classroom observation method and interview method to collect the teaching lessons and interview data of science fairy tale articles,and used the lesson study method to compare and analyze the collected lessons to comprehensively understand the actual situation of teaching science fairy tale articles in primary school.Firstly,this study gives an overall overview of the selection of science fairy tales in the current primary school Chinese textbooks,and combines the characteristics of students’grades and the presentation of science fairy tales of different knowledge categories in the textbooks,and selects and analyzes the research articles "Raindrop","Little Tadpoles Looking for Mother",and"Traveling in the Cow’s Belly".Secondly,through in-depth research,I collected 12 teaching examples of research articles and interview data of 12 lesson leaders,and Nvivo12Plus qualitative analysis software was used to sort out the collected materials,and it was found that in-depth research on scientific fairy tale lessons should focus on four key elements:teaching objectives,teaching content,teaching links and teaching reflection.Then,based on the above four elements,a multi-perspective comparative analysis of science fairy tale lessons is carried out,and discover the teaching highlights and common problems of science fairy tale lessons.Finally,the researchers try to explore the universal suggestions for the teaching of science fairy tales in primary school,in order to enrich the teaching concept of primary school Chinese science fairy tales.Firstly,the overall overview of the selection of science fairy tales in the current primary school Chinese textbooks is given,and the research samples"Raindrop","Little Tadpole Looking for Mother" and "Traveling in the Cow’s Belly" are selected based on the characteristics of students’ grades and the presentation of science fairy tales of different knowledge categories in the textbooks.It is found that there are certain common problems in the teaching examples of Chinese science fairy tales in primary schools,namely,teaching objectives:insufficient reflection of the characteristics of school segments,neglect of unit language elements,and lack of method guidance;Teaching content:insufficient interpretation of text details,insufficient analysis of basic language knowledge,and insufficient exploration of the philosophy contained in scientific fairy tales;Teaching links:classroom problems ignore students’ subjectivity,lack of scientific time allocation,and ignore the importance of homework assignment;Teaching reflection:insufficient attention is paid to teaching objectives and the use of teaching resources is not reflected.In view of the existing problems,the researchers combined the interview data,analyzed the causes,and tried to put forward teaching suggestions for primary school language science fairy tales based on the successful experience of teachers:first,the teaching objectives should be formulated to study the language curriculum standards;Explore the language elements of the unit,consider the characteristics of students’ learning segments,and analyze the teaching content of scientific fairy tales;Second,the analysis of teaching content should grasp the characteristics of scientific fairy tales,sort out the plots of scientific fairy tales,explore the moral value of scientific fairy tales,and explore the aesthetic value of scientific fairy tales;Third,the design and implementation of teaching links should be "differentiated" learning situations,"heterogeneous" classroom questions,scientific regulation of classrooms,and innovative homework arrangements;Fourth,when conducting teaching reflection,we should pay attention to strengthening the reflection cognition of scientific fairy tale teaching,capturing the highlights of scientific fairy tale teaching,exploring the shortcomings of scientific fairy tale teaching,and clarifying the development direction of scientific fairy tale teaching.