Research On The Teaching Design Of Fables For Primary Schools Based On Children’s Perspective

With the continuous reform of basic education and the rapid development of educational modernization,the "children’s position" has become a hot topic in education,the basic position of modern education,and the basic attitude that educators at the primary school level should hold.The primary school stage in basic education is a critical period for children’s growth and development,and only education based on children’s needs can promote children’s development like a spring and rain.Taking the teaching of primary school language fables as an example,the author found through professional internship and the review and sorting of literature and materials that due to the special "admonition" of fables,teachers are prone to impose established concepts on children in teaching,ignoring children’s understanding and other issues.Fables have a unique position and teaching significance in primary school Chinese textbooks,and play an important role in children’s education,and teaching design,as a bridge connecting "what to teach" and "how to teach",is the key to the value of fables teaching.If the correct position is missing from the beginning of the design,then teaching is like asking for fish and fighting fires with salaries.Therefore,this study conducts research on the teaching design of primary school language fables based on children’s standpoint,adopts the literature analysis method,analyzes the convergence and value of primary school fables teaching design based on children’s standpoint,and then analyzes the teaching design of primary school language fables at this stage through case analysis,summarizes experience and finds existing problems and analyzes the reasons for the existence of problems,combines cause analysis,extracts design principles,gives fable teaching design strategies based on children’s standpoint,and finally selects "Horse Racing in Field" according to the above principles and strategies This fable is designed and implemented in teaching,summarizing and reflecting on the practical effect.Studies have found that:First,the children’s position emphasizes the essence of knowing children,discovering children,respecting children,and promoting children’s development,so that it plays an important value in teaching to stimulate children’s active learning,help teachers find the direction of teaching behavior implementation,and cultivate students’ core literacy,which coincides with modern educational concepts and the educational purpose of cultivating virtue and cultivating people,and has important guiding significance for promoting children’s development and improving the quality of education and teaching.Therefore,children’s positions should run through the whole process of primary school language teaching,and be embedded in the design and reflected in the classroom.The above theory lays a theoretical foundation for the allegorical teaching design strategy based on the child’s position.Second,through case analysis,the problems existing in the teaching design of Chinese fables in primary schools at this stage are summarized,and the following problems are found: 1.Text interpretation attaches importance to knowledge and ignores enlightenment for children;2.Ignoring the characteristics of the allegorical genre and lacking guidance on reading methods;3.The design of teaching objectives is simple,and it fails to reflect the characteristics of each stage;4.Lack of innovation in teaching methods and failure to complement fables.The main reasons for the problems are: 1.The text interpretation fails to cut from the perspective of children;2.Conflict between adult thinking and children’s thinking;3.Lack of attention to children’s interests and needs.Third,Through the above research and analysis,the following design principles based on the child’s position are summarized: first,pay attention to stage differences,and promote literacy development;Secondly,pay attention to children’s experience and enrich emotional experience;Moreover,grasp the stylistic characteristics and activate the spirituality of art;Finally,provide opportunities for participation to reinforce active learning.Under the guidance of this principle,the teaching design strategy of Chinese fables in primary schools based on children’s perspective is proposed from six aspects: learning situation analysis,teaching objectives,teaching content,teaching methods,teaching process and teaching evaluation.Fourth,in the attempt to transform theory into practice,using the principles and strategies of fables teaching design based on children’s standpoint,the article "Horse Racing in the Field" in the second volume of the fifth grade of the ministry,through the observation of classroom teaching practice,it is found that teaching based on children’s position can create a positive,autonomous and active fable learning environment for children,stimulate children’s interest in fables learning,promote the development of children’s thinking,and thus improve the quality of language teaching.