Chapter one? Mood? discuss

First of all, the questions raised

The relationship between children's literature and Chinese education is a topic of great significance in the times and a profound proposition about the development of Chinese education and children's education. Since the Swedish educator Allen? After Kay put forward in her book "Children's Century" that the 20th century will be the century of children, until today, we still find that children have not received enough attention, Neil? Pozmann found that the children's childhood was fading away. He warned us: "It is unimaginable that our culture will forget that it needs children. However, it almost forgot that children need childhood. Those who insist on recalling their childhood will accomplish a lofty mission. " [1] Primary school is an important period in children's life, and the Chinese education they receive in primary school will affect their life. In this sense, attaching importance to the teaching of children's literature in primary school Chinese textbooks is a respect and defense for children's childhood and an observation of children's subjective spirit. As an important material for children to learn knowledge, increase their ability, enhance their intelligence and cultivate their temperament, the quality of content, the consideration of arrangement and even the design of exercises have a profound impact on children's development and growth. The society's requirements and expectations for primary school Chinese textbooks and the ways of teaching and learning Chinese are increasing day by day, especially in recent years, primary school Chinese textbooks have been widely criticized by society. Three teachers, including Guo Chuyang, specially wrote the book "Save Children: Criticism of Chinese Textbooks for Primary Schools", and issued a cry that our children have taken the wrong medicine. Dr. Ye Kai, a doctor of literature, thinks it is time to save the hearts of children who have been hurt by Chinese textbooks in primary schools. In the classroom of Chinese teaching in primary schools, we can see that children's literature works are stiffly dismembered into word learning, misinterpreted, children's dominant position is missing, and children's game spirit no longer exists. On the contrary, the Chinese classroom in primary schools has become a racecourse for adult thinking. The emphasis on children's literature teaching in primary school Chinese textbooks also reflects the requirements of the new curriculum standards. The Chinese Curriculum Standard for Compulsory Education (20 1 1) redefines the nature and position of Chinese curriculum: "Chinese curriculum is devoted to cultivating students' ability to use language and characters, improving their comprehensive quality and laying a foundation for learning other courses well; Lay a foundation for students to form a correct world outlook, outlook on life and values, and form a good personality and a sound personality; Lay a foundation for students' all-round development and lifelong development. The multiple functions and basic functions of Chinese curriculum determine its important position in nine-year compulsory education [2]

Children's literature is close to children's life, conforms to children's physical and mental characteristics, can promote children's healthy growth, and undoubtedly can better promote the completion of Chinese curriculum functions. Theoretically speaking, this study is to understand children's literature from the window of primary school Chinese textbooks, and to clarify the unique role of children's literature in children's growth, its presentation in primary school textbooks and the subtle influence of primary school children's literature teaching methods on children's growth. Practically speaking, through the review of textbooks and teaching, we can further strengthen the child-oriented concept of Chinese textbooks and teaching in primary schools, correct some deviations in textbook compilation and children's literature teaching, improve teachers' and students' children's literature literacy, and get rid of the fetters of exam-oriented education. At the same time, the model essay of primary school Chinese is helpful for textbook writers to reflect on children's literature teaching and give teachers some intellectual support. 20 1 165438 The Ministry of Education issued a brand-new curriculum standard on February 28th, which put forward specific requirements for textbook compilation, reading teaching and students' extracurricular reading, bringing a new dawn to the literature study of primary school children. The research on children's literature teaching in primary schools from the perspective of new curriculum standards has practical significance. The question to be studied in this thesis is: What is the relationship between children's literature and Chinese education in primary schools? What is the current situation of children's literature in Chinese education in primary schools? What are the problems? What are the strategies for children's literature teaching in primary schools? The primary school Chinese textbooks in this paper all refer to the primary school Chinese textbooks.

Second, literature review

Through CNKI China Academic Journals Full-text Database, with "Children's Literature" as the key word, a total of 1979-20 12 papers with key words were retrieved from China Journals Full-text Database, China Journals Full-text Database _ Century Journals, China Doctoral Thesis Full-text Database and China Excellent Master's Thesis Full-text Database. Among them, there are 1 15 papers related to or partially related to children's literature in primary school Chinese textbooks, and their specific content distribution is shown in table 1- 1. As can be seen from the above statistics, these papers can be roughly divided into two categories from the research content, one is the understanding of children's literature. This paper mainly discusses the function and value of children's literature and the relationship between children's literature and children's education. There are 25 such papers, accounting for 2 1.7%, and the number is small. Among them, there are 22 journal papers, accounting for 19%, and 3 dissertations, accounting for 2.6%, which is very few. Among them, most of these papers study the function and value of children's literature, followed by the relationship between children's literature and children's education. One is the teaching level. It mainly includes three aspects: children's literature teaching, children's literature and teaching materials, children's literature and teachers' quality. The number of such papers is the largest, accounting for 79%, 78 journal papers accounting for 67.8%, and 13 dissertations accounting for 1 1.3%. Generally speaking, these papers have the following characteristics: First, children's literature teaching has attracted much attention. Ethan, Zhao Zhunsheng and Zhuo Hongyan are mainly engaged in the research of children's literature teaching in primary schools. Li Yuan made a historical review of the evolution of children's literature in primary school Chinese curriculum, paying special attention to the selection of children's literature works in primary school Chinese textbooks, especially analyzing the importance of ignoring children's psychological characteristics, the lack of aesthetic reading of literary works and teachers' reasonable guidance in multi-interpretation Finally, he put forward some suggestions that the theme of children's literature works in the textbook is too concentrated and the moral admonition is obvious. He suggested that more works with more thinking value and rich imagination should be selected to dilute the tendency of moral admonition. While paying attention to comprehension reading in teaching, we should also pay attention to aesthetic reading of children's literature; On the basis of respecting children's unique understanding, we can't ignore the correct guidance of students' values. (model essay. )

Chapter two? Children's Literature and Chinese Curriculum in Primary Schools

I. What is children's literature?

There is no doubt that the connotation of children's literature is profound and rich. Questioning the essence of children's literature is an endless task for researchers. From the history of children's literature research, there have been some viewpoints such as standard theory, specialization theory, specialization theory and education theory. Some scholars have expounded their understanding of children's literature, such as Zhou Zuoren's view that children's literature is "literature of primary schools" and Chen Bochui's view that "literature is education", especially in the essence of children's literature. [24] These views are a reflection of a certain view of children, and also have certain characteristics of the times. With the development of society, people's understanding of children's literature is deepening, and the connotation of children's literature is becoming richer and clearer. This paper has no intention to discuss the nature and value of children's literature in theory, but only wants to clarify the relationship between children's literature and Chinese curriculum in primary schools by observing the proposition of what children's literature is. The topic of primary school Chinese thesis is in China. Many researchers try to define children's literature by combining its superficial features. The representative ones are as follows: 1. What is the definition of children's literature in Jiang Feng's Introduction to Children's Literature? Children's literature is a literary work that is specially created or adapted for children according to the needs of educating children, is suitable for children to read, and can be understood and accepted by children. [25] This is the definition of children's literature put forward by Jiang Feng, former director of the Institute of Children's Literature of Zhejiang Normal University, as early as 1980s. This definition fully understands the educational function of children's literature and regards the education and childlike innocence of children's literature as the essential attributes of children's literature, but obviously this expression exaggerates the educational function of children's literature unilaterally and ignores other functions of children's literature. 2. Wang Quangen's definition of children's literature in children's literature curriculum. Children's literature, or children's literature, is aimed at children under 18 years old. It has the characteristics of children's aesthetic consciousness and psychological art development, which is conducive to the healthy growth of children's spiritual life.

Chapter three? Investigation on three sets of Chinese textbooks for primary schools in ............ -20-

First,? Statistics of Selected Works of Children's Literature in Three Versions of Chinese Textbooks for Primary Schools ...................

Two. Analysis of Children's Literature Selected Reading in Three Versions of Chinese Textbooks for Primary Schools ................

(1) dominance problem ............................

(2) Hidden problems -26-

Chapter four? Investigation on the current situation of children's literature teaching in primary schools .....................

I. Causes of the investigation

Two. Survey objects and research methods -29-

Three. A survey of Chinese teachers in primary schools ....................................................

Fourth, primary school students' reading of children's literature .......... -37-

Verb (abbreviation of verb) Analysis of the current situation of children's literature teaching in primary schools .............................

Countermeasures for improving children's literature teaching in primary schools with intransitive verbs ....................................

Chapter five? Teaching Strategies of Children's Literature in Primary Schools ................................................................

First, primary school fairy tale teaching strategies ................................

(1) Fully respect students' dominant position. .....................

(2) Grasping the characteristics of fairy tales for teaching. ..........................

Second, the primary school myth teaching strategies .....................

Knot? discuss

The teaching of children's literature in primary school Chinese textbooks is a subject of great significance in the times. Thinking about this topic will help us understand the importance of children's literature teaching in primary school Chinese textbooks, and help us realize the change of ideas and models when we advocate quality education today and the new curriculum standard has just been promulgated. This study makes us clear the close relationship between primary school Chinese textbooks and children's literature, and strengthens the child-oriented teaching concept and teaching concept of primary school Chinese, which is helpful to textbook writers and first-line primary school Chinese teachers. From a diachronic point of view, children's literature has been presented in primary school Chinese textbooks and programmatic documents of primary school Chinese courses, and children's literature and primary school Chinese courses are gradually merging with each other. Children's literature, a primary school Chinese composition, has been paid more and more attention in primary school Chinese textbooks and has gradually become an important curriculum resource. From the perspective of * * *, this paper makes a statistical analysis of the genre distribution, classics, signatures and foreign works of the three versions of primary school Chinese textbooks, and finds out the obvious and hidden problems in the textbooks. Behind the problems of textbook style, proper rewriting and lack of classics are utilitarianism, educationalism and underestimation of children's aesthetic ability. The existence of these problems has affected the compilation of Chinese textbooks for primary schools. Through the investigation of the current situation of Chinese teaching in primary schools, it is found that the current situation of children's literature teaching in primary schools is not optimistic and needs to be improved urgently. Then, the teaching strategies of fairy tale teaching and myth teaching are put forward. To help solve the specific problems of children's literature teaching.

refer to

1,, gold. Research on Chinese textbooks for primary and secondary schools. Heilongjiang People's Publishing House, 2004.

2 Guo Chuyang, Cai Chaoyang, Lv Dong. Save children--criticism of primary school chinese textbooks. Changjiang Literature and Art Publishing House, 20 10

3 Xu Dongmei Xu Dongmei on children's reading and mother tongue education. Changchun Publishing House, 2009.

4 leaves open. Against China. Fudan University Press, 20 1 1.

Ye Shengtao and Feng Zikai. Enlightened mandarin textbooks. Shanghai Science and Technology Literature Publishing House, 2005.

6 Kang Haiyan. Research on the outlook on life in junior middle school Chinese textbooks. Social Science Literature Publishing House, 20 1 1

7 Ding Xiaoqing. Children's mind map. Beijing Normal University Press, 2007.

8 Sun Jianguo. Research on Chinese teaching in primary schools from the perspective of children's literature. Guangming Daily Press, 20 10.

9 Li Xingbao and Gu. History of modern Chinese education in China. Sichuan Education Press, 2000.

Wang Rongsheng 10. Theoretical basis of Chinese curriculum. Shanghai Education Press, 2003.