Research On The Status Quo And Strategy Of Chinese Mythology Teaching In Primary School

Mythology is the product of artistic processing of people’s exploration of the origin of all things,social life,and natural phenomena.It has rich teaching value and can improve students’ imagination,moral concepts,and aesthetic appeal.Therefore,some classics are compiled in the primary school Chinese textbooks.Myth story.For children,mythology is an attractive and beautiful world.It is not only a bridge connecting ancient and modern cultures,but also a cultural treasure with profound connotation.Through the study of mythology,children’s awareness of the world can be strengthened and language expression ability can be improved.Due to the changes in the selection of mythological texts in the primary school Chinese textbooks edited by the Ministry of Education,the method of teaching mythology should also be constantly innovated.Mythology belongs to children’s literature and needs to return to children themselves.The mythological texts in the textbook "restore" to the original mythology,so that the myth can promote the growth of children,and children can reflect the value of the myth.This thesis adopts literature research method,questionnaire survey method,dialogue interview method,close observation method and text analysis method.Based on the guidance of phenomenology,children’s philosophy,and educational phenomenology,it uses children’s phenomenology to compare primary school Chinese mythological texts.In-depth study of teaching.After digging into the profound cultural heritage of myths and referring to existing research,this thesis redefines the concept of myths,shows the essential characteristics of myths,and analyzes the inherent teaching value of myths.It aims at the source,themes,Selected compilation and content analysis.On this basis,look up materials,walk into the teaching site,observe students’ learning,interview frontline teachers,study teaching examples,and summarize the emergence of primary school Chinese textbooks in the teaching of mythological texts,which mainly reflects the randomness of students’ learning In terms of poor learning habits,limited myth learning,and single learning approaches,teachers’ one-sided teaching is mainly reflected in the lack of theoretical knowledge,textual cognitive deviation,lack of pertinence in teaching goals,too single teaching methods,mechanical teaching evaluation systems,and weak extracurricular reading guidance.Two major issues;starting from both theory and practice,based on children’s phenomenological awareness,sensory cognition,and physical cognition,a clear teaching goal of mythology is proposed,and pragmatic awareness is deepened;intuitive teaching methods are expanded to construct diverse classrooms;multiple roles Teaching evaluation,enriching emotional experience;strengthening the awareness of extracurricular reading,and promoting four strategies for improving ability.It is hoped that through the research of this paper,it can provide a certain reference value for the teaching of Chinese mythology in elementary schools,in the hope that the majority of elementary school Chinese teachers will continue to innovate mythological teaching models,so that mythology can meet the needs of children and children can reflect the value of mythology.