Diary of Fable Story, Grade Two, 20 words

A fable of carp yue longmen: a diary of the Monkey King's troubles

The Monkey King's biggest worry

It is the people above who are under pressure.

There is also a spell.

Recommend some extracurricular books for primary school students.

Grade one, grade two, grade three

Aesop's fable, the story of stupid wolf, online encyclopedia

Idiom story, stone soup, China children are most interested in.

Andersen's fairy tale, mother left, children's question and answer

Grimm's fairy tales, fire shoes and wind shoes and a hundred thousand whys.

Seven lambs and wolves, father and son cartoons, brain teasers.

Sleeping Beauty, Tom and Jerry's riddle book and story king

Chinese virtue story, Dinosaur Books and 100,000 Why's.

A series of chicken soup for pupils' souls: Bible stories of 5,000 years.

Unsolved Mysteries in the World, Three Kingdoms and Night Children's Songs

A set of joke books, little monkey's birthday and Jimmy's cartoon in Taiwan Province province.

Animal Network, Ugly Duckling and Aesop's Fables

Pupils read textbooks by themselves, the legend of magic fight, and the story of two generations of love.

Romance of the Three Kingdoms, Little Red Riding Hood and Adventures of Pinocchio.

Liu Bang Xiang Yu Shuke and Beita for one thousand and one nights.

Biological Network Journey to the West Andersen's Fairy Tales

China has lived for five thousand years, with a big head son and a small head father, and three thousand questions about naughty blue cats.

Twenty thousand meters under the sea, the legend of Nezha, the legend of Nezha.

Sanmao's wandering story, treasure ship and grimm's fairy tale

Grade four, grade five, grade six

Adventures in Little Tiger, naughty Ma Xiaotiao and growing success.

Naughty Ma Xiaotiao, Ashi, inspirational volume.

Synchronous Composition Tom and Jerry's Being a Man and Living

China has been up and down for five thousand years, laughing at cat diaries and sighing for thousands of years.

Flying class, being a man and doing things, dark horse

Unknown world, 100 thousand whys, children's literature

Little pea by the window, Harry Potter and the sky become spies.

Innovative composition, mangroves, smiling people, happy planet

Exploration and Discovery, Sherlock Holmes and Romance of the Three Kingdoms

Vagrant children, growing up is a beautiful pain, but also human knowledge.

How is steel tempered? If you give me three days of light, Chinese and foreign fairy tales.

Smiling girl, Harry Potter series Lu Xixi

Little cherry, Notre Dame de Paris, myths and legends

Open your eyes to see the world, Carlson the flying man, the adventures of niles riding a goose

Ancient Greek Myth, Harvard Tutor and Sanmao's Wandering Story

Childhood, Yi Zhongtian's Taste of the Three Kingdoms and Historical Records

Mickey Mouse, 25 history books, beautiful teachers and bad boys.

Inside and outside the classroom, the wonders of the world and a hundred thousand whys.

Keep a diary with your own life and fables.

Fable is a kind of fable or entrusted story, and it is a literary genre that combines image and meaning. Excellent fables have rich ideological capacity and profound philosophy of life, which requires students to understand the meaning and evaluate the taste beyond the taste. In the fable kingdom, foxes and wolves, deer and tigers are no longer animals, but anthropomorphic "people", and even people's words and deeds are mostly bizarre, which can make students never forget. There are many beautiful fables in primary school Chinese textbooks, so what problems should be paid attention to in primary school fable teaching?

First, guide and dredge the meaning of the text and grasp the content of the story.

There are many fables in primary schools, such as "better late than never", "the way to the north", "the frog by the well" and so on. Fable stories often use false stories or personification of natural objects to illustrate a certain truth. When teaching, we should first let students know what fables are about and make clear the plot of the story, that is, the occurrence, development and result of the story. So, how to make students understand the plot and grasp the content of the story?

Instruct students to understand words by looking them up in a dictionary or contacting the context. For example, the meanings of "death" and "prison" in the article "Better late than never" are different from those in modern Chinese. Therefore, in teaching, it is necessary to guide children facing grade three to learn to understand the meaning of keywords, as well as the meanings of "regret" and "acceptance", so as to guide students to read and discuss. What did you learn from the word "regret"? What do you understand from the word "accept"?

Strengthen reading guidance and inspire students to read the meaning expressed in the story. For example, when learning "mending after the sheep dies", students can read the dialogue part with different roles to let them know the neighbors' concern for sheep farmers and the attitude of sheep farmers to losing sheep.

Second, combined with real life, experience the moral.

The fables in primary school Chinese textbooks are very short, often only a few hundred words, but almost every fable has a vivid and interesting story, with changeable plots and concise and readable language. Such stories are deeply loved by primary school students, thus stimulating their interest in reading. Fable stories often vividly reflect all aspects of people's spiritual life through vivid and interesting stories, which contain profound philosophy. Just like loving and wise elders, they always tell people some life truths and philosophies with eager hearts. Because primary school students have strong thinking in images, poor understanding ability and lack of perceptual experience, it is difficult to reveal and understand profound meanings. Therefore, in fable teaching, we can first create story situations, so that students can read the text with questions. In the process of reading fables, we can cultivate students' understanding ability and ability to extract information and develop good reading habits. For example, when learning fables, students must connect with real life and tell people around them who are similar to those in TV, movies or stories they have seen. For example, after learning "Better late than never", students can talk about whether you have made the same mistakes as sheep farmers in your life. If you were a shepherd, what would you do? Also, after learning the Road to the North, can you tell me what's wrong with this person? What do you want to say to the Chu people? What have you gained from learning fables? Let the students find the answers to the questions by understanding, extracting, analyzing and summarizing the information in the reading text. In this way, students reveal and understand morality in reading, and at the same time, their ability to understand, analyze and summarize has been well improved.

Third, capture the editor's intention and understand the characteristics of fables.

Fable story is a literary genre, which occupies a place in China's language and literature. So what is the purpose of the editor's choice of Chinese fables in primary schools? What characteristics have we learned from fables?

First of all, from the formal point of view, the characteristics of fables are: first, the language is concise, highly generalized and expressive; Second, it is the shortest narrative literature with short and pithy length and rigorous structure. Although the fable story is short, it is a world full of wit, humor, friendship, courage and rich imagination. It endows human beings with rich thoughts and feelings and basic views on the good and evil of animals and plants in nature, and contains profound philosophy. Because short stories should contain rich and profound philosophy, fully reveal the essence of the satirical object, and let people feel the philosophy of life while laughing at the absurd behavior of the clown in the story, therefore, the language of fables is required to be concise, vivid and humorous. In addition, in the long-term development process, fables have absorbed artistic expressions such as symbol, exaggeration and personification. , adding more literary color, but also making the plot of the fable more faltering and interesting. Fable stories have won children's love with exaggerated images, vivid and interesting storylines, rich and profound philosophy and education, and have also become an important literary genre in primary school Chinese textbooks, which has played a good role in paving the way for students' writing.

Secondly, we should pay attention to teaching children to learn to distinguish fables from fairy tales. They have both similarities and great differences. Fairy tales are fantasy stories. Fairy tales only exist when there is fantasy. They describe people or things that children know and understand, and create images through rich imagination and exaggeration. Fairy tales have poetic artistic conception and language, which can give people beautiful enjoyment.

Fourth, pay attention to expansion and increase cultural accumulation.

(A) recommended fable books

Teachers should recommend some fables to students, so that students can read a lot of Chinese and foreign fables, such as Aesop's fables, China's ancient fables, Chinese and foreign fables, related idioms, historical stories, etc. Students are required to read at least two stories every week. Let students have a deeper understanding of fables, broaden their horizons and expand their reading. Students gradually changed from passive reading to active reading, which promoted Chinese learning.

(2) Organize fables.

On the basis of students reading a lot of Chinese and foreign fables, teachers organize fable meetings while the iron is hot, and interpret their own understanding of fables in different forms, which can be adapted crosstalk, sketches, textbook dramas and so on. So as to promote students' interest in fable learning.

(3) Write fables

Imagination is closely related to writing. Therefore, we should make full use of and give full play to the positive role of imagination in cultivating students' writing ability in Chinese teaching in primary schools. Fable story is a world full of wit, humor, humor, satire, courage and rich imagination, which conforms to the imagination of primary school students and can fully stimulate their imagination, providing a good opportunity for cultivating their writing ability. Usually fables are profound and multifaceted, and the language is concise and concise. Other fables only tell stories and are unreasonable. Finally, the ending of the story, the fate of the characters or the moral of the works leave readers with a broad imagination space for them to taste, analyze and feel. Therefore, students' imagination should be fully stimulated in teaching, and teaching links such as continuing to write fables, rewriting fables and imitating fables should be designed according to the characteristics of fables, so as to cultivate and improve students' writing ability.

1. Continue to write fables. Some fables have infinite meanings at the end. Therefore, teaching links can be designed according to this feature, so that students can give full play to their imagination and write down the possible ending of the story, which does not necessarily require a standard and unified ending.

For example, the ending of the fable Wolf and Sheep did not explain the final fate of the poor lamb. We can use this artistic blank to stimulate students' imagination, continue to write what may happen later, and design such a teaching link: first, let students read the last sentence of the text: "When the wolf says it, he will pounce on the lamb." Then use multimedia courseware to play the animation when the fierce wolf pounced on the lamb, so that students can fully feel the fierceness of the wolf, the weakness and helplessness of the lamb, and lament that the poor lamb was eaten by the wolf. You can also ask the students the following questions: "Was the lamb finally eaten by the wolf? If not, how was the lamb rescued? " And guide students to use their imagination and creative thinking to come up with ways to save lambs. Finally, on the basis of full explanation, students are required to write a paragraph on the topic of "Lamb rescued".

On the basis of fully reading fables, students can feel the specific role of problem situations and develop creative associations from different angles and ideas, laying a good foundation for writing distinctive compositions.