Fable is a literary genre, which contains profound truth in concise and vivid stories. Most people use personification to "personify" things and endow them with human thoughts and character. They often use this as a metaphor, borrowing ancient metaphors for today, and borrowing small metaphors for big ones, which is highly exaggerated and ironic.
Fable story teaching has an important influence on the cultivation of Chinese ability. This paper analyzes the disadvantages existing in the current fable teaching, mainly because teachers don't have a deep and comprehensive understanding of the role of fable in Chinese teaching, and often only see the ideological education function of fable, while ignoring its "Chinese nature". The author believes that primary school students' language ability can be cultivated from the following aspects:
It is of great significance to shape the image of context awareness in primary school and cultivate students' listening and speaking ability. The fables in primary school Chinese textbooks are not only short in length, concise in language, but also exaggerated in characters, vivid and interesting, which are deeply loved by primary school students and provide standardized language and specific situations for the training of students' listening and speaking ability. Teachers can also perceive fables as a whole after students read the text for the first time, and strengthen language accumulation by writing scripts and performing scripts, which can not only stimulate primary school students' enthusiasm for learning, but also enable them to gain a successful experience in the learning process and cultivate and improve their listening and speaking ability. For example, in the teaching of the second section of the fable "Flowers bloom all the way", teachers can create situations to let students perceive the image, and let one person at the same table play the role of a water bearer and one person play the role of a broken pitcher. This teaching design is conducive to stimulating primary school students' interest in learning, and at the same time cultivating and improving their oral English ability in a relaxed and pleasant atmosphere.
In the teaching of Flowers All the Way, the teacher designed a question: "Which pitcher do you like? Why? " Students are divided into Party A and Party B, each expressing his own opinions. Some people don't like the pride of a good water tank, while others support it, saying that it is normal and a sign of pride that it can successfully complete the task every time. Some students also like to break the pitcher. The water in its cracks poured out flowers all the way, and they apologized to the water bearer again and again. Be strict with yourself and so on. Pupils speak freely in the confrontation, exchange emotions, collide with ideas, and deepen their understanding of meaning. At the same time, to convince each other in confrontation, we should not only concentrate on listening to each other's arguments, but also conduct a comprehensive analysis of each other's arguments and refute each other quickly with persuasive language, which not only trains primary school students' reasoning ability, but also improves their listening and speaking ability.
Grasping key phrases to cultivate primary school students' reading ability "Chinese Curriculum Standard" points out: "Reading is an important way to collect and process information, understand the world, develop thinking and gain aesthetic experience." Reading teaching is an important part of Chinese teaching. The fables in primary school Chinese textbooks are short in length, and almost every fable has a vivid and interesting story with changeable plots. At the same time, the language is concise and easy to read, which is deeply loved by primary school students and stimulates their reading pleasure. Grasping key words can enlighten students, guide students' thinking from perceptual events to rational heights, and at the same time give a slope to moral generalization, complete the improvement of thinking and realize the understanding of morality, which is an essential link to guide reading.
Using moral education to cultivate primary school students' writing ability, imagination plays a leading role in writing, which can broaden ideas and spread ideas freely. Generally speaking, fables are profound and multifaceted, with incisive and concise language and little effect. Some fables only tell stories without specifying the meaning, and the ending does not clearly locate the ending of the story, the fate of people or the meaning of the works, leaving a broad imagination space for students. Therefore, teachers should make full use of this point in teaching, stimulate the imagination of primary school students, and design teaching links such as continuing to write fables, rewriting fables and imitating fables according to the characteristics of fables, so as to cultivate and improve primary school students' writing ability.
Fable is a unique and indispensable spiritual nutrition for children. Learning to read in "reading", educating people in "enlightening wisdom" and "understanding" and cultivating the comprehensive quality of Chinese in "performance" are the purposes of fable teaching and Chinese teaching. Fable teaching needs teachers to study hard. Teachers should put it into the whole Chinese teaching system to think. Through continuous thinking and practice, fable teaching will gradually form its own style.
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How to play the role of fable in Chinese teaching in primary schools II
Personally, I usually prefer reading more interesting fables. Because fables are interesting and have some truth. In the process of growing up, my father or mother often nagged about various truths. But I don't always accept it. But every time my grandmother gives me a reason, I can happily accept it. Now that I think about it, it is because what my parents said is too monotonous and direct to be accepted. And grandma often reposes her own truth in short fables, so that I can receive education while listening to stories. I think many people have this experience. It seems that people are not easy to accept courses that are too direct and monotonous.
Yan Wenjing, a famous children's writer, said: "I have a prejudice that good literary works, no matter what style, are becoming more and more allegorical." Writer Yu said: "Fable spans between philosophy and art, and shows the great potential of human cultural level in exploring fable teaching and developing students' thinking quality in many aspects. "Therefore, courseware and fables play an important role in teaching.
Fables have the following characteristics:
1. Characteristic education. Put the truth and lessons in the story and teach people how to be a man and how to do things.
2. Strong irony. The education of fables is usually realized through the negation of stories. For example, the fable "Better late than never" satirizes by denying the landlord and his son in the story, and finally achieves educational significance.
3. The fiction of this story. In fables, there are often fictional images of animals and immortals in stories, which do not exist in reality. These can only appear in fictional storylines. Such as Smith, Waiting for the Rabbit and so on.
Fable stories are generally short in length and compact in structure.
5. Commonly used techniques are: metaphor, exaggeration, symbol, etc. Because of the use of these skills, the story is full of interest and makes students feel novel and interesting. Can stimulate students' reading enthusiasm.
According to the above characteristics, I think fable has the following functions:
1. Fable education can cultivate students' moral sentiment, improve students' aesthetic ability and improve students' Chinese literacy.
2. The richness and implication of moral content make moral interpretation a spiritual activity with great personality.
3. Cultivate students' interest in reading.
In order to give full play to the role of fable, I think the following points should be done in fable teaching:
1, encourage students to write fables, continue to write fables, and adapt fables to reflect the requirements of students' autonomous learning.
In the new Chinese curriculum standard, it is clearly stated that "reading teaching is a process of dialogue among students, teachers and texts" and that "reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice." Therefore, when teaching life fables, we should first pay attention to students' independent understanding and experience, cherish students' unique feelings and opinions, change the past indoctrination and cramming situation of "teachers talk and students listen", and truly let students return to the main position.
2. Pay attention to multi-angle and multi-level interpretation of meaning.
There are clear requirements in the curriculum standards: "gradually cultivate students' ability of inquiry reading and creative reading, advocate multi-angle and creative reading, use reading expectation, reading reflection and reading criticism to expand thinking space and improve reading quality." "Therefore, it is necessary to cultivate students' creative thinking ability, not limited to the only implication of the original text and the standard answer in the teaching reference.
This fable is also unique in that it often leads to a universal truth from a story. Therefore, fable has its unique advantages in cultivating students' noble sentiment and healthy aesthetic taste. The "attaching importance to the correct orientation of emotion, attitude and values" here is different from the traditional empty preaching style, and the realization of its goal naturally permeates the whole teaching process. In addition, fable is a vivid and concise story, which is just suitable for the psychological characteristics of students listening to stories; And the rich implication of fables just leads children to start thinking about life.
In short, in the process of fable teaching, we should not only attach importance to the role of students' autonomous learning, but also strengthen the guiding role of teachers to guide students to develop creative thinking instead of thinking.