On how to permeate the education of patriotism in primary school Chinese teaching
In primary school language teaching, the infiltration of patriotic education can be carried out from the following aspects: ** I. Integration based on unit topics ** 1. ** Overall Perception Pulse ** - The teacher could organize the unit theme. For example, in the fourth grade volume 7 of the Ministry edition, which had the theme of "National Feelings", the teacher would first let the students feel the patriotic context of the entire unit. Through the comprehensive understanding of many texts in the unit, the students can grasp the meaning of patriotism as a whole. 2. ** Clear teaching goals ** - In-depth analysis of the language elements and teaching objectives of the unit, with patriotic education as the guide for teaching design. For example, the fourth unit of the first volume of the fifth grade had arranged many articles around the theme of patriotism. Teachers should make it clear that the teaching focus was to express the same patriotic feelings through different forms, and guide students towards this goal in teaching. ** II. Text interpretation and infiltration in the teaching process ** 1. ** Grasp the main content and emotions ** - Guide the students to grasp the main content of the text and understand the thoughts and feelings expressed in the text. For example, when learning "Ode to Young China," students should understand the relationship between China and the youth, as well as the patriotic feelings contained in the connection between the youth's bright future and the strength of China. When learning "The Destruction of Yuanmingyuan," they should stimulate the students 'patriotic feelings by recalling the grand occasion of Yuanmingyuan. 2. ** Analyzing the relationship between events and people ** - Grasp the main events in the article, clarify the relationship between the events, and understand the spirit of patriotism. Taking Reading for the Rise of China as an example, the teacher should guide the students to grasp the main events in the text, let the students understand why Premier Zhou Enlai made such a great ambition when he was young, and then understand the patriotic spirit in it. 3. ** Read the key words ** - In the text teaching, the teacher should guide the students to read the key words and phrases, and permeate the patriotic education. For example, in some articles describing patriotic figures, students would feel patriotic feelings through the analysis of the characters 'language, actions, and psychological descriptions. 4. ** Combined with social background ** - Deepen patriotic education based on the social background at that time. For example, when explaining historical texts, the students would understand the state of the country at that time and compare it with the current development, so as to have a deeper understanding of the root of patriotic feelings. ** 3. The auxiliary function of expansion and practice ** 1. ** Outreach Training ** - During the teaching process, they should carry out extra-cursory development. For example, during the lesson of "Ode to Young China," they could conduct extended training to let the students think about whether the dream of a powerful country expressed in the text could be realized in today's China, and then guide the students to understand the great achievements of New China and stimulate the students 'patriotic enthusiasm. 2. ** Small practice and expression ** - Combined with the practice of writing, the patriotic education was deeply rooted in the hearts of every student. For example, after learning "Ode to Young China," the students were asked to write their reflections on the book, so that the students could express what they had learned in words and strengthen their patriotic feelings. Read more exciting novels for free
How to permeate Chinese traditional culture in primary school Chinese teaching plan
Based on context alone The following is an example of a lesson plan on how primary school Chinese can be infused with traditional Chinese culture: ** 1. Teaching objectives ** 1. Knowledge and Skill Target - Students are able to recognize and understand basic knowledge such as words and sentences related to Chinese traditional culture. - Learn to use traditional cultural elements in reading and writing. 2. process, method, goal - Through a variety of teaching methods, such as storytelling, classic reading, group discussion, etc., the students were guided to deeply understand the meaning of traditional culture. - Cultivate students 'ability to explore traditional cultural knowledge independently. 3. Emotions, attitudes, values, goals - To stimulate the students 'love for traditional Chinese culture. - To enhance the students 'national pride and cultural self-confidence. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - Understand the traditional cultural elements in the text, such as traditional festivals, myths and legends, ancient celebrity stories, etc. - Master some traditional cultural expressions, such as the rhythm and antithesis of ancient poetry. 2. ** Difficulty ** - How to guide students to internalize the traditional cultural content into their own values and pass it on and carry it forward in real life. ** 3. Teaching Method ** Teaching Method, Reading Method, Situation Teaching Method, Group Cooperation Exploration Method ** 4. Teaching process ** 1. Introduction (5 minutes) - Show some pictures of traditional Chinese culture, such as Peking opera masks, calligraphy works, traditional architecture, etc. Ask the students if they know the names of these cultural elements and related knowledge, so as to lead to the theme of this lesson--the infiltration of traditional Chinese culture in primary school language. 2. Knowledge explanation (15 minutes) - Take a text as an example (such as a text describing a traditional festival) and explain the traditional cultural knowledge involved, including the origin, customs, significance, etc. of the festival. - Explain the traditional cultural expressions in the text, such as the neat sentences, and analyze the beauty of the language. 3. Reading Classics (10 minutes) - Choose a classic ancient poem or ancient text fragment and lead the students to recite it. - During the reading process, the students were guided to pay attention to the pronunciation, rhythm, and intonation, to feel the rhythmic beauty of the ancient poems, and to explain the thoughts, emotions, and traditional cultural implications contained in them. 4. Group discussion (15 minutes) - Give a topic related to traditional culture, such as "the significance of traditional virtues in modern society", and divide the students into small groups to discuss. - Each group elected a representative to speak and share the results of the group's discussion. The teachers would patrol and guide the group discussions, encouraging the students to actively express their views. 5. Extending (10 minutes) - Ask the students to share what they know about other traditional cultural elements, such as stories, customs, etc. - The teacher supplemented and summarized the knowledge to further broaden the students 'knowledge of traditional culture. 6. Class summary (5 minutes) - Review the knowledge and content of traditional culture learned in this lesson. - It emphasized the importance of traditional Chinese culture and encouraged students to actively learn and pass on traditional culture in their daily lives. ** 5. Teaching Evaluation ** 1. Class performance evaluation - Observe the students 'participation in class, including answering questions, group discussions, reading, and so on. 2. work assessment - Arrange homework related to traditional culture, such as writing a short essay about traditional festivals, and evaluate it from content, language expression, understanding of traditional culture, etc. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to permeate the cultivation education in primary school mathematics
The primary school mathematics education could be carried out from the following aspects: 1. ** Student-based education **: - To carry out education based on life, to improve the comprehensive quality of outstanding students and to promote the enthusiasm of students with poor foundations, so as to promote the overall progress of the class. Students were encouraged to help each other, such as having students with good foundations help students with poor foundations to explain math problems after class. - In the classroom teaching, students should pay attention to cultivating their learning habits, such as answering questions loudly, not copying homework, completing homework on time, etc. These habits will help students learn mathematics. For example, when learning "Understanding decimals", students were guided to observe the difference between decimals and normal numbers, cultivate their thinking and inquiry ability, cultivate their inquiry ability through group cooperation mode, and cultivate their discrimination ability through judgment questions. 2. ** Consolidating the foundation **: - Since the knowledge of mathematics was single but the questions were varied, a lot of practice was needed to internalize the knowledge. Teachers could use the method of students setting questions to increase the interest of learning and enhance the emotional communication between students. At the same time, teachers should pay attention to students 'calligraphy practice to avoid losing marks due to calculation errors caused by illegible handwriting. - They could also consolidate their basic knowledge in a variety of ways, such as holding small-scale basic knowledge competitions or weekly tests. This would not only help students learn mathematics, but also be of great significance to nurturing education. 3. ** Homework **: - Although there was less homework in the lower grades of primary school, they still had to leave homework appropriately. Homework was a necessary part of consolidating the knowledge students had learned in school and cultivating the habit of arranging their time reasonably. - Homework was designed to help students learn on their own, practice, and control themselves. Teachers should educate students to complete their homework on time and ensure the quality of their homework. From the lower grades, they should cultivate the quality of honesty and trustworthiness of students. After completing their homework, they should pack up their belongings to cultivate the habit of independence and lay the foundation for future studies and life. 4. ** Text Education **: - Mathematics was a basic subject in primary school. The purpose of teachers 'teaching should not only be to impart knowledge, but also to cultivate students' comprehensive ability and intelligence, reflecting the changes in values brought about by mathematics education, that is, to cultivate mathematical quality. - Primary school mathematics teachers should combine the characteristics of mathematics discipline to carry out moral education for students. From the beginning of the lower grades, the cultivation education should permeate the entire teaching process. The specific methods include in-depth study of mathematics teaching materials, excavation of the content and potential cultivation education factors, analysis of the content of moral education and application in teaching. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to permeate the teaching design of Chinese traditional culture in primary school language
The following are some teaching design ideas to infiltrate the traditional Chinese culture in primary school language teaching: ** 1. Classic Ancient Poetry Teaching ** 1. ** Recitation accumulation ** - Arrange a special reading time, such as three minutes before class, for the students to read classic ancient poems. He could make a recitation plan and choose one or two ancient poems every week. The difficulty would gradually increase as the student's ability improved. - To encourage unintentional recitation outside of class, for example, during breaks or on the way home from school, by playing the audio of ancient poetry, students could feel the rhythmic beauty of ancient poetry in a relaxed atmosphere. - During the recitation process, the students were guided to pay attention to the rhythm, intonation, rhyme, etc. of the ancient poems. They could deepen their memory through repeated recitation. For example, five-character quatrains generally had the rhythm of "221" or "212", while seven-character quatrains mostly had the rhythm of "221" or "2212". 2. ** Understanding and Comprehension ** - In the teaching, the author of the ancient poems and the background of their creation were introduced to help the students better understand the meaning of the poems. For example, when he was studying Li Bai's " Thoughts on a Quiet Night," he talked about Li Bai's life experience, his homesickness, and the social style of the Tang Dynasty. - Analyzing the meaning of the words in the poem sentence by sentence, guiding the students to understand the meaning of the entire poem from the words. For example, the word "bed" in "moonlight before the bed" was used to guide the students to explore its possible meaning. - The students will be organized to discuss the emotions expressed in the poems, such as the feelings of parting in the farewell poems, the strong nostalgia in the homesickness poems, etc., so that the students can experience the rich emotional world of the ancients. ** 2. Excavating the teaching materials ** 1. ** Teaching Chinese characters ** - When teaching Chinese characters, he would explain the evolution of Chinese characters and show the forms of different characters such as oracle bone inscriptions, Jin characters, seal script, official script, regular script, etc. For example, the word " Ri ", from the shape of the sun in oracle bone inscriptions to the modern writing method of regular script, allowed students to understand the cultural meaning behind the Chinese characters. - Explain the formation of Chinese characters, such as pictograms, meaning, shape and sound, etc. Take the character "Xiu" as an example. Through "Ren" and "Mu", the students could feel the wisdom of the ancients in creating characters. 2. ** Ancient prose, famous sayings and aphorisms ** - As for the ancient texts in the textbooks, they were translated word for word and explained sentence by sentence to let the students understand the gist of the ancient texts. After that, he guided the students to analyze the philosophy and moral concepts contained in the ancient prose. - During the teaching of famous aphorisms, students were asked to recite famous aphorisms and organize students to share their understanding of famous aphorisms and their application in life. ** 3. Use illustrations in teaching materials ** 1. ** Ancient Poetry Illustrations ** - When teaching ancient poetry, if there were illustrations in the textbook, guide the students to carefully observe the illustrations. For example, when learning " Ode to Goose ", students were asked to observe the shape, color, and movements of the goose in the illustrations. Then, they were combined with the descriptions in the poems, such as " white hair floating in green water, red palms stirring clear waves ", so that students could feel the pictures depicted in the poems from the illustrations and better understand the artistic conception of the poems. - Teachers could ask questions according to the illustrations to inspire students 'thinking. For example, according to the illustration of "River Snow", the students were asked where they could see the lonely artistic conception of "birds flying over thousands of mountains and people disappearing on thousands of paths". 2. ** Illustration application of other texts ** - As for the illustrations in other texts, such as the illustrations of mythical fables, the teacher could use the illustrations to draw out the content of the story, and then in the process of explaining the story, permeate the traditional cultural meaning. For example, when talking about Hou Yi Shooting the Sun, the image of Hou Yi and his archery posture were shown through illustrations, so that students could better understand the ancient people's reverence for heroes and their desire to overcome natural disasters reflected in this mythical story. ** IV. Expansion of excellent literature books outside the classroom ** 1. ** Book recommendations ** - According to the age and reading level of the students, the teachers recommended suitable excellent literature books outside the classroom, such as the Three Character Classic, Hundred Family Surnames, Thousand Character Essay, and other enlightening books, as well as the children's version of classic works such as Journey to the West and Water Margins. - When recommending books, briefly introduce the content, characteristics, and traditional cultural elements contained in the books, such as Buddhism, Taoist culture, myths and legends in Journey to the West. 2. ** Reading guidance and communication ** - Teachers should give students guidance on reading methods, such as how to quickly browse, how to read intensively, how to take notes, etc. - To organize an extra-cursory reading exchange activity to allow students to share their gains from reading, such as interesting stories, memorable characters, and traditional cultural meanings. For example, after reading the children's version of Water Margins, the students were asked to share their understanding of the "righteousness" of the Liangshan heroes. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The ideology education seeps into the primary school Chinese subject teaching
Based on context alone It is very important and feasible to permeate the ideology education into the primary school language teaching. ** I. Exploration of teaching materials ** 1. ** The values in literature ** - Many of the texts in the primary school language textbooks were selected or adapted from classic literary works. For example, ancient poetry, like Li Bai's " Meditation in a Quiet Night," not only allowed students to understand the literal meaning of the poem, such as the moon, homesickness, and other images, but it could also guide students to understand the values behind the love of the ancients for their hometown, that is, the attachment to the roots, and cultivate the students 'feelings of home and country. - In modern literary works, such as texts about heroic deeds, teachers could teach students moral education by explaining the bravery and dedication of heroes. When teaching these texts, teachers could guide students to think about the choices heroes made when faced with difficulties, thus inspiring students to have firm beliefs and brave attitudes when facing difficulties in their own lives. 2. ** The moral revelation in the story ** - Fairy tales occupied a large part of the primary school language textbooks. For example, in the story of " Wolf and Sheep," teachers could guide students to analyze the behavior of wolves and lambs, so that students could understand that kindness could not be bullied by malice. At the same time, they had to learn to protect themselves. This was a basic moral and survival education. ** 2. The infiltration of ideology in teaching methods ** 1. ** Discussion and Exchange ** - In the classroom, the students were organized to discuss the plot and characters in the text. For example, when learning " Sima Guang Smashes the Vat," the teacher could guide the students to discuss Sima Guang's quick-witted performance in critical moments, and then let the students share what they would do if they encountered similar dangerous situations. This could train the students 'thinking ability, and through communication, let the students learn to be calm, decisive, and actively think of ways to solve problems in the face of emergencies. 2. ** role-playing ** - For some texts with plots, such as " The Fox Borrows the Tiger's Might," students could be role-played. In the process of playing the fox and the tiger, the students could have a deeper understanding of the psychology and behavior logic of the characters in the story. After the performance, the teacher could guide the students to analyze the cunning of the fox and the gullibility of the tiger, so that the students could understand that they could not deceive others like the fox, and at the same time, they could not be easily confused by the appearance like the tiger, so as to educate the students on honesty and wisdom. ** 3. Teacher's Guiding Function ** 1. ** Lead by example ** - The teacher's words and actions in the classroom were a form of education. If a teacher showed a passion for knowledge, respect for students, and a positive and optimistic attitude, the students would be influenced imperceptibly. For example, if a teacher was passionate when explaining the text and treated every knowledge point seriously, the students would feel the teacher's respect and love for knowledge, and they would take learning more seriously. 2. ** Guide and expand at the right time ** - In the teaching process, the teacher should guide the students from the content of the text to real life in a timely manner. For example, when learning a text describing the beauty of nature, the teacher could guide the students to think about how to protect the environment and let the students understand that protecting the natural environment was everyone's responsibility. This was a kind of cultivation of environmental awareness. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the recommended books for primary school Chinese education and teaching
The following are some recommended books for primary school Chinese education: - Chinese Assessment for Learning: Basic Concepts and Strategy, by Zhu Xinhua, published by People's Education Press in August 2014. It explored the core frontier issues related to concepts and strategies for Chinese assessment for learning. - China Language and Literature: Theory, Practice, and Research, by Li Zijian, Liang Zhenwei, and Gao Mulian, published by the People's Education Press in January 2000, mainly discussing the Chinese curriculum, teaching materials, and teaching reform in primary and secondary schools in Hong Kong. - Xia Zunzun's Education Records, edited by Shang Jinlin, published by People's Education Press in September 2016. - Zhu Ziqing's Education Records, edited by Shang Jinlin, published by People's Education Press in September 2018. - The compilation of the 20th century Chinese primary school curriculum standard teaching outline, Chinese volume, compiled by the Institute of curriculum and teaching materials, published by the People's Education Press in February 2001, helps to review the history of China's curriculum development and explore the laws. - Love and Education, by Li Zhenxi. - "New Course Chinese Education Essay," by Sun Chuncheng. - "Primary School Chinese Children's Literature Teaching Method," by Zhu Ziqiang. - " New suggestions for language teachers." - " Language: Between Deep and Shallow." <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to permeate traditional culture into education and teaching?
The infiltration of traditional culture into education and teaching can be achieved in the following ways: 1. Adding the content of traditional culture in the teaching process: Traditional culture has rich knowledge and value, which can be combined with the curriculum content. For example, adding traditional culture content such as poetry, calligraphy, painting, etc. in the language course; introducing the influence and role of traditional culture on history in the history course; introducing traditional cultural elements in music, dance, opera and other art courses to let students better understand and feel the charm of art. Use traditional culture to stimulate students 'interest: traditional culture has a unique charm and charm, which can be used to stimulate students' interest and curiosity, so that they pay more attention to traditional culture. For example, in the Chinese course, traditional cultural elements such as ancient poetry and classical Chinese could be used to explain and write to improve students 'literary quality. 3. Using traditional culture to improve students 'learning effectiveness: Traditional culture has profound cultural implications and ways of thinking, which can help students better understand and master the learning content. For example, in history lessons, they could make use of traditional cultural narrative methods and historical events to let students better understand historical facts and historical background. 4, integrate traditional culture into campus culture: Traditional culture can be integrated into the campus culture of the school to form a unique campus culture. For example, in the school's cultural festival activities, traditional cultural displays, performances, and other activities could be held to let students better understand and feel the charm of traditional culture. The infiltration of traditional culture into education and teaching can help students better understand and feel the value and charm of traditional culture in many ways, thus improving the learning effect of students and the quality of campus culture.
How to permeate traditional culture into education and teaching
The infiltration of traditional culture into education and teaching can be started from the following aspects: 1. Adding traditional cultural content to the education curriculum. They could introduce traditional cultural classics such as the Analects of Confucius and the Tao Te Ching, or introduce traditional festivals, rituals, and customs such as the Spring Festival, the Dragon Boat Festival, and the Mid-Autumn Festival. At the same time, they could also pay attention to the combination of traditional culture and modern life in the curriculum, so that students could understand the significance and value of traditional culture in modern society. 2. Use classroom teaching to spread traditional culture. Traditional culture education could be added to classroom teaching so that students could understand traditional culture through listening, speaking, reading, writing and other ways. For example, they could teach students traditional etiquette, calligraphy, painting, music, and other art forms, or introduce traditional food culture and folk traditions. 3. To organize traditional cultural activities. They could organize traditional cultural activities such as traditional music performances, traditional craftsmanship, traditional sports competitions, etc. in or around the school to let students have a deeper understanding of traditional culture. These activities could not only enhance the students 'traditional culture, but also enhance their sense of responsibility and belonging to the school and society. 4. Use online education and teaching platforms to spread traditional culture. There were many online education platforms such as Weixin Official Accounts Zhihu, and TikTok that could use these platforms to spread traditional culture. For example, traditional culture courses could be set up on the Weixin Official Accounts to allow students to learn traditional culture through reading, videos, and other methods. Or, they could use platforms such as Zhihu and TikTok to publish questions and answers related to traditional culture, Short videos, etc. to let students have a deeper understanding of traditional culture. The infiltration of traditional culture into education and teaching requires the education to have a deep cultural understanding and keen cultural insight. At the same time, it also requires the students to have a love and understanding of traditional culture. Only in this way can the traditional culture be better integrated into education and teaching, and contribute to the cultivation of talents with traditional cultural attainments and modern cultural awareness.
Primary School Chinese Teaching Video
From the information given, he could only find an elementary school Chinese teaching video example of the first grade version of the Four Seasons. In the video, the teacher guided the students to learn the content of the text through questions. For example, when explaining each season, the students were asked to answer the representative things of the corresponding season, lead the students to read aloud, and let the students imitate the actions to read aloud. The teacher also explained to the students the rhetorical techniques such as personification, and finally guided the students to imitate the text. However, overall, there were very few video resources for primary school Chinese teaching, and they could not provide more primary school Chinese teaching videos of different types and contents. The novel " Flower in the Heart " is equally exciting. Everyone is welcome to click and read it!
How to permeate educational thoughts into science teaching in primary schools
The infiltration of ideology education in primary school science teaching can be started from the following aspects: 1. ** Cultivating scientific attitude through exploratory experiments **: - Teachers could arrange exploratory experiment assignments, such as setting different experimental conditions during the lesson of Seed Germination, such as exposing the seeds to waterless air, in an environment with suitable temperature and humidity, in water without contact with air, in a humid low temperature environment with air, etc. - Students were encouraged to create their own experimental conditions, boldly guess the external conditions needed for seed development, and then verify it independently. They would make records every day to cultivate the students 'scientific spirit of being brave in exploration, fearless of setbacks, and daring to be innovative, as well as their scientific attitude of seeking truth from facts. 2. ** Cultivating social responsibility through life-oriented teaching methods **: - Link science curriculum knowledge with real life, such as integrating green environmental protection concepts into teaching. - To guide students to form a sense of social responsibility such as caring for nature, cherishing life, cherishing resources, and caring for the environment. To help students understand the relationship between science and technology and society, and to lay the foundation for a healthy lifestyle. 3. ** Based on the phenomenon of life to trigger thinking **: - With the phenomena in life as the carrier, it guides students to construct their own ideas to solve problems when they face interesting phenomena and problems, and cultivates students 'thinking ability. 4. ** Cultivate scientific spirit and strengthen critical thinking ability **: - In scientific experiments, students were encouraged to take the initiative to make guesses, think independently and explore, and stimulate curiosity and the spirit of exploration. 5. ** Pay attention to students 'emotional experience and strengthen their ethical awareness **: - Guide students to reflect on and feel the ethical, moral, and social issues in the process of scientific inquiry, and enhance their sense of social responsibility and spirit of responsibility. For example, in the "candy power generation" experiment, students were allowed to understand the principle of power generation and discuss the recycling of candy waste to cultivate environmental awareness; In the "scientific purification of water" study, students independently designed and manufactured water purifiers with ethical awareness such as "clean water cannot be wasted"; Through the investigation and research of new products of science and technology, the impact of science and technology on life and the values and risks behind it were discussed to awaken students 'thinking about aesthetics and responsibility. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Teaching Method of Chinese Fables in Primary School
The following are some of the teaching methods for primary school Chinese fables: 1. ** In terms of scenario creation ** - ** Interesting import **: Use music, animation, and other media means to introduce interesting designs to stimulate students 'interest in learning. For example, when teaching " Waiting for Hare by a Tree ", he could play videos of excellent textbook dramas to attract the students 'attention. - ** Humorous Reading **: The teacher will choose a humorous, humorous, or exaggerated tone to read according to the character's personality and language characteristics. For example, when teaching "Wolf and Sheep", he used a strange tone to read the wolf's words and exaggerated the lamb's words to let the students quickly enter the text situation. - ** Mock performance **: After the students have familiarized themselves with the text, the teacher will create a situation for the text and let the students freely combine the characters to perform. For example, when teaching "Fox Borrowing Tiger's Might", let the students imagine the actions, expressions, and language of the fox and tiger and perform them. In the performance, they would understand the meaning of the text. 2. ** In terms of understanding the meaning ** - [Question Perception]: Some fable questions are a high-level summary of the content. If you understand the meaning of the question, you will be able to roughly perceive the meaning. For example, when teaching 'Self-contradiction', he could start from the topic to guide the students to understand the meaning. - ** Grasp the beginning and end **: Some fables will hint at the beginning or have argumentative sentences at the end. The teacher will guide the students to find these key sentences and read them aloud. For example, the discussion at the end of the poem could be used to help students understand the meaning. - ** Connecting Reality **: Comparing the characters or events in the fable with the people and events in reality. For example, when teaching "Self-contradiction", students were asked to exchange self-contradictory examples in their lives and discuss how to avoid them, so as to understand the meaning. 3. ** Other teaching methods ** - Word Comprehension: Students will be asked to understand the word by linking the context or looking up the dictionary. For example, the word " death " in " Better late ". Students will be guided to understand the difference between the meaning of the word in the text and the modern meaning, and then master the philosophy of the story. - ** Story telling and discussion **: Teachers can inspire students to tell stories in their own language, or they can start discussions about the stories. For example, when learning " Better late ", the students were asked to perform the dialogue by role, deepen the memory of the content and clarify the plot. They could also assume similar situations to let the students think about how to deal with it. - ** Guide the students to think from different angles **: Guide the students to think about fables from different angles and cultivate their ability to think critically. For example, for " The Fox Borrowing the Tiger's Might," he guided the students to reinterpret it from the standpoint of the fox, to discover novelty from the derogatory terms, such as " borrowing power," and to guide the students to think from the perspective of the tiger. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>