The Teaching Research Of Pre-Qin Fables Of Chinese State-Compiled Junior Middle Chinese Textbooks Based On Students’ Experience

Pre-Qin fables are recognized as an important carrier of excellent Chinese traditional culture and have a unique value of moral education.Most of the existing studies on the teaching of pre-Qin fables in junior high schools have been conducted from the perspective of teachers to determine the teaching contents and design teaching strategies,and there is less analysis of students’ learning experiences.This study,however,is based on "students’ experience" and uses literature research,survey research and case study methods to grasp the characteristics of pre-Qin fables,in order to explore the textual connotation and educational value of teaching pre-Qin fables in junior high school,and using effective teaching strategies to enrich and develop students’ experience.Students’ experiences mainly include the experience of observing the world related to nature,the transfer experience of participating in society and the individual experience of experiencing oneself.Pre-Qin fables are the products of social and cultural exchanges,carrying the feelings and imagination of the ancients about the natural environment,reflecting the personality and ideas of the creators,which means it containing the multifaceted experiences of the ancients.The perspective based on students’ experiences is valuable and grounded for teaching pre-Qin fables in middle school.After a questionnaire survey,this study found that the following there problems exist in the teaching of pre-Qin fables at the current junior high school.First,there are blind spots in students’ individual experiences in the process of self-evaluation.Second,in the process of cultural participation,there is a deficiency of transfer experience.Third,in the process of appreciating the text,the feelings and imagination of the ancient people about the natural environment are belittled.In response to these problems,the following five teaching strategies can be used to promote students’ experiences: First,help students reconfirm their learning starting points,clarify their learning goals,and relay their learning experiences.Second,guide students to focus on the characteristics of pre-Qin fables.Teachers can remind students to take the text as the basis and not be confined to value judgments,or explore teaching resources to understand pre-Qin fables from multiple perspectives.Third,analyze the experience about nature of the ancients and approach the background of the creation of the work;go deeper into the story context to form the experience of paying attention to nature.Fourth,design a variety of learning activities to promote students to form the experience of transferring and applying.Fifth,describe the learning state in stages,review the learning process in scenes,summarize learning gains from multiple perspectives,and promote students to form personalized experiences of self-reflection.Finally,based on the teaching strategies presented above,this study conducted a practice of teaching pre-Qin fables based on students’ experiences,taking Yugong moves mountains as an example.The teaching effect of pre-Qin Fables based on students’ experiences is tested through students’ classroom performance,completion of workbooks,and student feedback at the end of the lesson.