Study On The Educational Value And Realization Path Of The Unified Edition Chinese Fable In Junior Middle School

Fable is one of the oldest literary genres in the world.It is short and concise.It uses fictional stories to explain a certain truth and bring inspiration to people.As an independent literary style,fable has a special and rich educational value,which can promote the development of students’language,thinking,aesthetics,culture and other aspects.However,through literature research,the author finds that the academic circle pays less attention to the teaching of fables in the unified compilation of junior middle school Chinese,and pays less attention to the value of fables education,and is not comprehensive.Therefore,it is necessary to study the educational value in the unified compilation of Chinese fables in junior middle school and the implementation of the educational value in the teaching of fables.This paper consists of four chapters,mainly as follows:In the first chapter,the author explains the characteristics of the fables in the unified edition textbooks by comparing the selection of the fables in the people’s edition and the unified edition textbooks,and finds that the educational value of the fables in the unified edition textbooks is higher than that in the people’s edition textbooks.After that,the author analyzes the educational values of the fable-assisted reading system and the text,including language,thinking,aesthetic value and cultural value.In the second chapter,in order to investigate the status quo of the educational value of the unified version of Chinese fables in junior middle school,the author designed a questionnaire for students and teachers.Questionnaire analysis shows that the realization of the educational value of the unified version of Chinese fables in junior middle school faces a realistic dilemma.From the perspective of students,the difficulties in realizing the value of allegory education are mainly reflected in four aspects:low enthusiasm in pre-class preview,often unable to concentrate due to attitude and sleep problems,afraid to speak directly when they have unique opinions,and some students’ understanding of allegory only remains at the knowledge level.From the perspective of teachers,the difficulties in realizing the value of allegory education are mainly reflected in six aspects:teachers’ understanding of allegory is not deep enough,they do not pay enough attention to allegory and its value of education,there are stylistic deviation problems in the teaching of allegory,they do not pay much attention to the assisted reading system of textbooks,the teaching methods cannot meet students’ expectations,and the homework assignments cannot meet students’tastes.In the third chapter,aiming at the difficulties in realizing the value of allegory education in the unified edition of junior high school Chinese,the author puts forward the realization path of the value of allegory education from the perspectives of students and teachers,from the three links of allegory teaching before,during and after the teaching,so as to put forward the solutions from multiple angles and levels.In the fourth chapter,the author analyzes the teaching cases of Hermes and the Statue Man and It took a man ’s Labour to dig a well in the Four Fables of Grade Seven.After that,the author carries out my own teaching design by combining the realization path of the value of allegory education proposed above and the two teaching cases mentioned above.The teaching design mainly focuses on the Angle of "in the teaching of allegory",in order to make my own contribution to the implementation of the value of allegory education.