Research On The Problems And Strategies Of Effective Teaching Of Chinese Fables In Primary Schools

With a lengthy history,fables carry ancient Chinese wisdom and play an important role in Chinese teaching.The fables use vivid stories to convey profound and meaningful truths.It has a profound educational significance.It’s interesting,storytelling and didactic features are of great educational value in enhancing students’ oral expression skills,developing the quality of their thinking,promoting moral education and strengthening aesthetic qualities.The fable selections in the Unified Edition primary Chinese textbooks have undergone certain changes in their organization and choice of content,which pose new challenges for teachers’ fable teaching in the new era.After the curriculum reform,more and more scholars focus on the pursuit of teaching effectiveness,especially after the implementation of the "double reduction" policy,"reducing the burden and increasing the effectiveness" has become the call and the main theme of the times.However,the current teaching of fables in primary schools suffers from an emphasis on teaching results at the expense of the teaching process and on the acquisition of fable knowledge at the expense of students’ personality development,leading to ineffective teaching of fables.Therefore,it is of great practical significance to explore the improvement strategies for the effective teaching of fables,which is conducive to improving the effectiveness of fable teaching and enhancing students’ language literacy.After clarifying the current situation and research problems of fable teaching,this study is based on the concept of effective teaching and explains the connotation of effective teaching of Chinese fables in primary schools from three dimensions: teaching effect,teaching efficiency and teaching effectiveness.This study also combines the results of previous research and specific connotations to construct an evaluation criterion for the effective teaching of Chinese fables in primary schools,which provides an indicator reference for the subsequent investigation of the current situation of fable teaching.Then,chapter two presents a statistical and characteristic analysis of the selection of fables in the Unified Edition primary Chinese textbooks.On this basis,the unique educational value of fables is affirmed and the important role of carrying out effective teaching of fables is further illustrated.Besides,following the principle of linking theory to practice,chapter three of this study analyzes the current ineffective teaching of Chinese fables in primary schools through the research method of teacher interviews.The specific manifestation is that the objectives of the school stage are blurred and the threedimensional objectives are unbalanced;the teaching methods are rigid and the thinking training is lacking;the emphasis is on pre-determination rather than generation,which limits individual interpretation;the teaching evaluation is one-sided and cuts off the connection with life.On this basis,the causes of the ineffective teaching of fables are analyzed in terms of the constraints of the concept of exam-oriented education,the inadequacy of teachers’ fable literacy and the evaluation mechanism of fables to be optimized.Finally,considering the integrity of the teaching process,this study proposes targeted improvement strategies in chapter four based on the three stages of preparation,implementation and evaluation.In the preparation stage of teaching,emphasis is placed on changing traditional educational concepts and constructing stage objectives of fables,enhancing teachers’ fable literacy and grasping the content of fable teaching.In the implementation phase,teachers are required to enrich the methods of fables teaching,enhance effective questioning of fables and focus on both pre-determination and generation.In the evaluation stage,teachers need to combine self-evaluation and teacherstudents mutual evaluation,unify formative and final evaluation,and give equal emphasis to encouragement and development.Effectiveness is the life of Chinese classroom teaching.With the in-depth development of curriculum reform,the inefficiency and even ineffectiveness of traditional fable teaching has gradually come to the fore.How to ensure the effectiveness of fable teaching and achieve effective fable teaching has become a problem that primary school Chinese teachers need to seriously consider.This study combines the teaching of fables with effective teaching.Under the guidance of the concept of effective teaching,it attempts to provide a new way for the teaching of Chinese fables in primary schools,so as to bring into play the unique educational value of fables,promote the all-round development of students and enhance the effectiveness of fable teaching.