Abstract: Fairy tales are an important part of Chinese curriculum in middle and lower grades of primary schools. In the past, because children were not fully understood and their characteristics and needs were ignored, there were some problems in fairy tale teaching, which were mainly manifested in utilitarianism and expressionism. The main manifestation of the utilitarianism of Chinese teaching in primary schools is that fairy tale teaching is influenced by the concept of Chinese tools and is used as a means of training Chinese knowledge and skills. Second, the mission of moral education and ideological education is overemphasized. Performance means not choosing the appropriate teaching form according to the specific characteristics of fairy tales, but performing for the sake of form and performance.

Keywords: primary school Chinese; Fairy tale teaching; Self-examination/introspection

Fairy tales are a kind of children's literary style that narrates (or simulates) the scenes of childhood life in children's language and expresses the special feelings and experiences of childhood from the perspective of childhood. They have the characteristics of magic, fantasy, narration and childlike innocence. The spiritual essence of fairy tales is the naive, naive, brave, enterprising and energetic beauty of primitive life. They are often moved by vivid characters, attracted by the wonderful and bizarre story of their works, and yearn for all kinds of fantastic life scenes. In this process, they vent their feelings, release their active imagination and get a game-like happy experience. At the same time, unconsciously, they have established common sense of life in their hearts and formed the values necessary for general survival and integration into social groups. Fairy tales, as a way and emotional model, are deeply loved by children and are also an important part of the Chinese curriculum in the middle and lower grades of primary schools. For example, in the ninth set of national textbooks, fairy tales are mainly arranged in primary schools 1 ~ 3 grades, and there are more than a dozen * *. Although our Chinese teaching is aware of the importance of fairy tales, we often don't fully understand the characteristics and needs of children. Therefore, in fairy tale teaching,