The Teaching Design and Realization of the Reading of Journey to the West

The following are the design and implementation plans for some novel reading platforms: * * 1. Solution based on the source code of the novel app ** 1. * * Understand the source code of the novel app ** - The novel app source code was the code written when designing the novel app. It could be used to quickly build a novel reading platform, and it could also be customized and modified to achieve customizations, greatly saving time and development costs. 2. * * Obtain the source code of the novel app ** - He could buy the source code of a mature novel app, which would save him a lot of detours. 3. * * Using the novel app source code development platform ** - * * Confirm target users **: Before creating a novel app, you need to identify the target users, such as their age, gender, occupation, and other information. This will help you understand the user's needs and provide more customized functions and services. - * * Choose a suitable framework **: The development of a novel app requires the support of a framework. Commonly seen are React-native, Flutter, etc. Choosing a suitable framework can improve development efficiency. - * * Development and Testing **: Before actual development, carry out the work of designing the user interface and writing the code, and gradually test and improve the code. This included designing the front-end interface to ensure user friendliness, such as designing a simple and clear novel classification display, search function, reading interface layout, and so on. At the same time, writing back-end code to manage novel data, such as storing novel content, user information, and so on. During the testing phase, he had to check if the functions were working properly, such as saving reading progress, bookmark function, different font and background color settings, etc. - * * Release and Promotion **: After the development and testing are completed, the app will be released to the application store and other platforms, and then users will be acquired through various promotion methods. Moreover, the product had to be continuously optimized according to user feedback, and the product would be iterated and updated. For example, the novel resources of the corresponding genre would be added according to the user's preference for the novel genre, or the user experience of the reading interface would be improved according to user feedback. * * 2. Solution based on WeChat Mini Program (Take the online free novel platform as an example)** 1. * * Technology Selection ** - The operating system was windows7 or 10, and the phpstorm software was used for the development of background management. Myscal was used for database storage, and the WeChat developer tools were used to develop WeChat applets. The background management system hardware environment was a PC, and the front desk users used the WeChat applets on their mobile phones. 2. * * Function module design ** - * * Log-in Function **: The user can register a normal account to log in, or use WeChat to log in directly. After logging in, the user can modify the basic information or log out. - * * Information function **: Enter information in the background and display it in the information template of the WeChat Mini Program. The user can browse the information list and detailed information. - * * Fictions List **: Enter information related to novels in the background. The user can click on the main menu "All Fictions" to view all novels. - * * novel category **: The background sets the novel category. When you enter the novel information, you can select the category. The front desk app can filter the novels by clicking "category". - * * Search for novels **: Enter keywords at the top of the homepage or the list of novels to search for the name of the novel. - * * Story Information **: click on the novel details page to view the novel introduction, chapter table of contents, author information, etc. - * * Collection operation **: click "Collect" to collect the novel at the bottom of the novel details page. - * * Fiction-reading **: For chapters, click on the "Read" button on the right to enter a detailed reading. You can click on "Read the previous section" or "Read the next section". - * * My Favorites **: View the list of favorite novels. 3. * * Databank Management ** - A database with strong data integrity and security was required to store information related to novels (such as novel content, author information, etc.), user information (such as user registration information, collection records, etc.), and information. 4. * * Development process ** - * * Pre-preparation **: Check a large amount of literature, collect information related to the topic to determine the topic of the thesis, fill in the graduation thesis task book under the guidance of the teacher, collect a large amount of thesis information, and sort out and perfect the thesis idea. - * * Development process **: The development includes the establishment and maintenance of the background database and the development of the front-end application. The back-end had to ensure that the data entry, modification, and delete functions were normal, and the front-end had to ensure that the small program was fully functional and easy to use. While waiting for the TV series, you can also click on the link below to read the classic original work of "Dafeng Nightwatchman"!

The following are the teaching design ideas for different types of novel reading: ** 1. Teaching group novels (Take language rhythm as an example)** 1. ** Teaching goal setting ** - Let the students understand the content and emotions of the text, and be able to grasp the special examples of the text. - To explore the various forms of language expression in the works of famous writers and discover the laws of language expression. - After comparing the different language characteristics of the famous writers, he practiced microwriting. 2. ** Text Selection and Text Interpretation ** - Choose a representative novel, such as Ansai Waist Drum (concise language, full of rhythm, rich and colorful rhetorical techniques, and the repetition of one chant and three sighs). The interpretation of the selected text focuses on its unique language features and the cultural implications reflected. 3. ** Teaching process ** - ** Introduction Stage ** - Using a text as a bridge, such as reviewing "Bridge", discussing the feelings and tidying up the classic parts of "Bridge", deepening the impression and awakening the students 'understanding of special language expressions and rhythms. - ** Text Reading and Annotating ** - Let the students read through many novels, annotate the most distinctive parts of the text (such as the most "China flavor"), and then condense the sentences to summarize the feelings and conduct teacher-student exchanges. - ** Critical Reading ** - For a particular novel (such as Ansai Waist Drum), the students were asked to read it quietly and sketch out the places that best reflected the "rhythm" to experience the author's emotions. Through teacher-student communication, deskmate complementation, reading together, and other ways to deeply feel the beauty of rhythm. - ** Combing and imitating multiple texts ** - He read the rest of the novels again, used the tables to sort out the sentences, and the group learned from each other to report, sorting out the reasons to confirm the findings. After the teacher gave them a thinking frame, he asked the students to intercept the scene and copy the fragments, modify them, and share them. ** 2. Teaching the entire book (Take 'The Man of the Worldly World' as an example)** 1. ** Teaching goal ** - Guide the students to review and communicate the contents of the entire book through reading methods such as guessing, catching, comparing, and asking. - Focus on the unique skills and survival wisdom of the strange people in the book, and feel the legend of the living methods of small people in the market. - To stimulate the students 'interest in reading the novel, and to figure out the distinctive language features and world-awakening significance of the novel. 2. ** Teaching process ** - ** Guessing, reading, exciting, and recalling the characters ** - For example, in the teaching of "Strange People in the Worldly World," the students would first show the portraits of the strange people in the book, and then the teacher would show the typical characteristic text fragments of some strange people, and then carry out the Mini games of "reading the text to identify people" to guide the students to guess the characters with the help of their previous mastery of the strange people's sketches. - ** In-depth reading and exploration ** - Students were guided to read the entire book, starting from the story, characters, scenes, language, etc., and read it repeatedly to taste, in-depth exploration of the novel's content, artistic features, character relationships, character spiritual world, theme, and artistic value. For example, focusing on the unique skills and survival wisdom of the strange people, and feeling the legends of the small people in the market. - ** Contact and share personal experiences ** - Students could use their own personal experiences to understand the work. Students could write a summary of the book, reading notes, or a review of the work in their own language, and share it with others through oral, written, or other media. ** 3. High School Whole Book Reading Teaching (General Thoughts)** 1. ** Teaching goal ** - Guide the students to explore the way to read the whole book, accumulate reading experience, and use intensive reading, skimming, and browsing methods to understand the text and grasp the meaning according to different reading purposes. - For a long novel, one should read the whole book, grasp the content and artistic characteristics as a whole, explore deeply from many aspects, appreciate the wonderful language, sort out the structure, sort out the relationship between the characters, feel the image of the characters, explore the spiritual world, and experience the theme and artistic value; For academic works, one should read the whole book, understand the content, sort out the outline and its connection, make the content summary, grasp the important viewpoint and value orientation, explore the language characteristics and the logic of discussion. - He used the book's contents, prefaces, postscripts, and annotations to search for the author's information and the background of the work to study the work in depth. - He could use his personal experience to understand the works, absorb nutrients, form a correct worldview, outlook on life, and values, and share the results of reading with others. 2. ** Teaching process ** - ** Reading Method Guide ** - Explain the methods of intensive reading, skimming, and browsing to the students, and let the students choose the appropriate method to start reading the whole book according to different reading purposes. - ** Reading Progress Plan ** - Set a reading schedule, arrange for class hours to be concentrated or scattered, and encourage students to use their time outside of class to read, write notes, and exchange discussions. - ** Teacher guidance and support ** - Teachers propose learning objectives, organize learning activities, and guide students to think deeply, discuss, and communicate. He was good at discovering the students 'successful experiences and unique insights from reading the entire book. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

An example of the Journey to the West reading guide lesson plan is as follows: Teaching objectives: 1. Learn to understand and read the novel Journey to the West correctly. 2. Cultivate students 'interest and ability in reading. Let the students experience the colorful characters and plots in the novel Journey to the West. Teaching content: 1. Read the original text of Journey to the West. 2. Analyzing the important characters and plots in the novel Journey to the West. 3. Guide the students to feel the theme and meaning of the novel Journey to the West. Teaching process: The first lesson: Read the original text of Journey to the West The teacher introduced the background and story of Journey to the West. Ask the students to read the original text of Journey to the West and briefly introduce their reading experience. 3. The teacher guides the students to understand the main idea and important details of the article. The second lesson: analyze the important characters and plots in the novel Journey to the West The teacher introduced Sun Wukong, Zhu Bajie, and Monk Sand as important characters in the novel Journey to the West. Second, analyze the important characters and plots in the novel Journey to the West to let the students understand the structure and organization of the novel. Ask the students to read and analyze the important plot of the novel and try to summarize the plot in their own words. The third lesson: Guide the students to feel the theme and meaning of the novel Journey to the West The teacher will introduce the theme and significance of the novel Journey to the West to let the students understand the ideology and cultural background of the novel. 2. Guide the students to feel the theme and meaning of the novel Journey to the West, so that the students can get enlightenment and enlightenment from it. The fourth lesson: concluding the teaching 1. To summarize the learning content and gains of this lesson. 2. Students should be encouraged to read more novels to cultivate their interest and ability in reading. 3. The teacher should assign the students to continue reading and studying Journey to the West.

Take the novel reading website based on Vue as an example. - ** Technology Selection ** - ** Back-end Development Language **: Use Java as the back-end development language. This language is widely used in enterprise application development. It has a rich class library and powerful object-oriented programming capabilities. - ** Front-end Development Technology **: Using the Vue technology for front-end development, Vue can build an interface with strong interaction and good user experience. It can also ensure the compatibility and porting of the system on different operating systems. - ** Databank **: Use the Mystical database for back-end development. Mystical is an open-source database management system that is suitable for storing all kinds of data in novel reading websites, such as user information, novel information, etc. - ** framework construction **: The system back-end is built using the Springboot framework. Springboot has the characteristics of low couple and high cohesion, which helps to improve the system's survivability and expansibility. - ** Function module design ** - ** Member module ** - ** User registration and login **: The user can create an account in the registration interface, enter the account information in the login interface, and log in after verification. After logging in, he could also modify his information. - [** Home page function **: provides the latest recommended e-novel information and news.] - ** View novel information **: View basic novel information, including chapter number, trial content, member chapter information, etc. - ** Online purchase related **: Pay to purchase membership, online top-up, online payment, and other functions. - ** Fictional chapter viewing and interaction **: View the information of the novel chapter, and can communicate online, post comments, etc. - ** Administrator module ** - ** User Information Management **: The administrator can modify the user's information in the background. - ** novel information management **: Add, delete, edit, and search on the e-novel information interface. - ** Fictional Chapter and Review Management **: Managing the information of novel chapters and reviews on the client. - ** Communication Platform Management **: Managing forum information and novel ratings. - ** Information Management **: Add, delete, modify, and check information. After a series of tests, the system's functionality, load capacity, and good compatibility were verified to meet the actual needs. The entire development process also included requirements analysis, system design, implementation details, and many other aspects of consideration and work. While waiting for the TV series, you can also click on the link below to read the classic original work of "Dafeng Nightwatchman"!

The following is a lesson plan for Journey to the West: ** 1. Teaching objectives ** 1. To stimulate the students 'interest in reading Journey to the West, and to permeate the reading method of the entire book. 2. To guide the students to master the techniques of reading the original works of literature and enhance their confidence in reading the masterpieces. 3. Through intensive reading and skimming through the works, the students will be guided to analyze the characters from their psychology, expressions, and action descriptions. 4. Lead the students to appreciate the artistic features of the works and conduct special research. ** 2. Teaching Focus ** 1. Learn how to read quickly, using intensive reading and skipping to improve the speed of reading novels. 2. Through appreciating and analyzing the wonderful clips to grasp the character image, in the scene activities to improve the speed of reading ability. ** 3. Difficulties in Teaching ** Read the vivid details of the novel and create reading situations to improve your speed reading ability. ** 4. Teaching process ** #(I) Introduction 1. First of all,"Journey to the West" was very popular among teenagers among the four classical masterpieces. It had many artistic forms, such as television dramas, cartoons, comic books, and so on. 2. The students were asked to play a Mini games to show some pictures related to the story of Journey to the West. They were asked to make small titles for the pictures according to the protagonist and the main plot. This would guide the students to realize that "looking" could not replace reading the famous works, so as to introduce the classroom reading discussion of Journey to the West. #(2) Overall Perception 1. ** Author and background introduction ** - Ask the students to introduce the author Wu Chengen and the background knowledge of Journey to the West. Then the teacher will add. Wu Chengen lived in the middle and late Ming Dynasty (1500-about 1583). His name was Ruzhong, and his nickname was Sheyang Mountain Man. He was intelligent since childhood, well-read and fond of myths and stories, but he suffered many setbacks in the imperial examination. During Jiajing, he was a tribute student. He once served as the governor of Changxing County, Zhejiang Province. Because of his unsuccessful official career, he gave up his official career in his later years and closed his doors to write books. At that time, the social and political contradictions intensified, the economy sprouted, and the creation of novels and operas flourished in the aspect of ideology and culture. In addition, Wu Chengen's own experience prompted him to create Journey to the West. 2. ** Discussion of content and structure ** - The students were guided to discuss the main content and structure of the book. Then, the teacher showed it clearly through the multi-media: - ** Description **: The novel revolved around the main story of Tang Sanzang and his disciples going to the Western Heaven to obtain scriptures. It tells many stories of subduing demons. The first seven chapters talked about Sun Wukong's life experience and his havoc in Heaven; the eighth to twelfth chapters introduced Tang Sanzang and explained the reason for obtaining the scriptures; the thirteenth to the hundredth chapters were the main part, telling the story of the master and disciple's hardships on the way to obtain the scriptures and finally obtaining the true scriptures. - ** Division of structure **: The first part (chapters 1 to 7) wrote about the birth of Sun Wukong, his apprenticeship, and the fact that he was suppressed under the Five Elements Mountain after making a ruckus in the Heavenly Palace. This part showed Sun Wukong's rebellious spirit and the contradiction between human freedom and reality. The second part (chapters 8 to 12) described the reasons for Sanzang's Buddhist scriptures, including the stories of Tathagata's preaching, Guanyin's visit to monks, Wei Zheng's slaying of dragons, and the birth of Sanzang. The third part (chapter 13 to 100) wrote that Sun Wukong and others followed Tang Sanzang to obtain the scriptures. After going through 81 difficulties, they successfully arrived at the Western Heaven to retrieve the scriptures. #(3) Reading Guide 1. It introduced the methods of intensive reading and skipping reading of novels like Journey to the West. The intensive reading focused on delicate feelings, thorough understanding, and extensive association, while the skipping reading was to actively abandon and deliberately ignore to improve reading efficiency. The two could be used alternately. For example, the story of Sun Wukong's three-tone banana fan was suitable for intensive reading because the story was long, the scene was large, the plot was complicated, and the characters had distinct personalities. It was representative in the book. In addition, they could also teach from the following aspects: - Make reading cards to cultivate reading habits and interest. - Using the rough reading method to grasp the main content and plot of the original work, and then using the intensive reading method to analyze the main characters. - With the principle of "take the essence and discard the dross", he questioned the famous works and realized the practical significance of the famous works. - During the teaching process, through group activities, such as group exchange learning plan (including cursory reading of the original plot, analysis of the meaning behind the character's behavior, etc.), the students would discuss and analyze the plot and characters in Journey to the West together. You can also create game scenarios such as "Fiery Eyes to recognize monsters" to understand the lyrics or plot content and learn the relevant rhythm or key points of knowledge. They could also set up a segment where they could perform classic plots, allowing students to perform in groups and summarize the process to deepen their understanding of the classic plots and characters. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is an example of a lesson plan for the Journey to the West reading achievement demonstration class: ##1. Teaching objectives 1. Let the students show their understanding of the characters, plot, and theme of Journey to the West. 2. Cultivate students 'language skills, teamwork skills, and innovative thinking skills. 3. It would further stimulate the students 'interest in reading classical literature. ##2. Difficulties in Teaching 1. ** Main point ** - Guide the students to analyze the characters and classic plots in Journey to the West. - Students were encouraged to demonstrate their understanding of the work. 2. ** Difficulty ** - How to guide students to interpret works from different angles and effectively display the results of reading. ##3. Teaching Method The demonstration method, the discussion method, and the evaluation method. ##4. Teaching process ###(1) Introduction (5 minutes) Looking back at the content of the previous Journey to the West reading guide class, he briefly mentioned some classic plots such as "Havoc in Heaven" and "Three Beats on White Bone Spirit", which led to the theme of this class-reading results display. ###(2) Group presentation (30 minutes) 1. Character Analysis Team - The characters of Sun Wukong, Tang Sanzang, Zhu Bajie, and Monk Sha were displayed in the form of PowerPoint or handwritten newspapers. - Starting from the specific descriptions in the original work (appearance, language, behavior, etc.), the multi-dimensional nature of the character's personality was analyzed. For example, Sun Wukong's rebellious spirit and loyalty to Tang Sanzang, Zhu Bajie's gluttony, laziness, honesty, and cuteness. - He could also insert some comics or portraits of his own characters to enhance the fun of the display. 2. Story interpretation team - Choose a few classic plots, such as "Three Borrowing Banana Fans," and show them in the form of role-playing, storytelling, or making an animated short film (if possible). - In the process of presentation, the twists and turns of the plot development, logic, and the relationship between the characters and the theme were analyzed. - They shared their thoughts and questions while reading these plots, causing the students to think and discuss. 3. Thematic Exploration Group - Through the overall grasp of the book, this paper elaborated on the theme of Journey to the West, such as thinking about human nature, persistence in faith, insinuation of social phenomena, etc. - He could quote the views of some scholars and analyze them with his own understanding. - The purpose of the group discussion was to explore the significance of these ideas in modern society. ###(3) Interactivity (20 minutes) 1. After each group's presentation, the other groups would ask questions and give comments. 2. The presentation team answered and responded to the questions raised by the students. 3. Guide the students to discuss the contents of each group from different angles and encourage them to express different opinions. ###(4) Teacher's summary (10 minutes) 1. They evaluated the content of each group's presentation, affirming their strengths and pointing out their weaknesses. 2. To summarize the characters, plot, and theme of Journey to the West to deepen the students 'understanding. 3. Students were encouraged to continue to delve deeper into the meaning of classical literature in their future reading. ###(5) Homework Ask the students to write an article about their experiences in reading Journey to the West based on the discussion and gains of this lesson. ##5. Reflection on Teaching ###(1) Strengths 1. The student-centered presentation segment could fully mobilize the enthusiasm and initiative of the students, allowing them to read the works in depth during the preparation and presentation process, and have a deeper understanding of Journey to the West. 2. The form of group cooperation was helpful in cultivating the students 'teamwork ability. Different groups would present the work from different angles, allowing the students to understand the work from many aspects. 3. The discussion session stimulated the students 'thinking, broadened their horizons, and made the classroom atmosphere more lively. ###(2) Not Enough 1. During the group presentation, some of the groups relied too much on online information and lacked their own in-depth thinking and unique insights. In the future teaching, we should strengthen the cultivation of students 'independent thinking ability and guide students to display on the basis of reading the original work. 2. It was difficult to control the time. Sometimes, the group presentation time was too long or the interaction discussion was too enthusiastic, which affected the teaching progress. In the future, he needed to arrange the time for each segment more accurately. 3. For some students with weaker reading abilities, their participation in the presentation and discussion sessions was not high. They should be given more attention and guidance in the teaching process to encourage their active participation. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The "Journey to the West" famous book reading teaching theme mind map can include the following aspects: ** I. Author and Creation background ** - Author: Wu Chengen (Ming Dynasty novelist) - [Family background: Born in a poor family that had been reduced from a scholar to a businessman.] - Personal experience: Smart since childhood, but not good at the imperial examination. In his middle age, he made up for the "annual tribute student" and lived in Nanjing to sell articles to subsidize his family. In his later years, he resigned as the governor of Changxing County and died in poverty. - Creation basis: Based on the folk legend of the story of Tang Sanzang's pilgrimage to the scriptures, Huaben and Zaju (made by Yang Ne at the end of Yuan Dynasty and the beginning of Ming Dynasty). ** 2. Basic information of the work ** - [Genre: Ancient China's first romantic-style demon novel.] - Scale: The book has a total of 100 chapters. ** 3. Plot structure ** - Part One (Chapters One to Seven) - [Sun Wukong's Birth: The Birth of the Flowerfruit Mountain] - To learn from a master: Go to Lingtai Fangcun Mountain, Xianyue Sanxing Cave, and learn from the founder Bodhi. He is named Sun Wukong and has learned the Seventy-Two Changes and the Somersault Cloud. - Havoc in the Heavenly Palace: Including the plot of the official title, stealing the peach, disrupting the peach banquet, stealing the golden pill, gambling with Erlang God, being defeated by Taishang Laojun, and refining the Fiery Eyes in the Eight Trigrams Furnace. In the end, he was suppressed under the Five Elements Mountain by Buddha Tathagata for 500 years. - Part Two (Follow-up) - Learning from a Master: Emperor Taizong of the Tang Dynasty sent Xuanzang, the Tang Monk, to the Western Heaven to learn from the scriptures. The Tang Monk rescued Sun Wukong at the Five Elements Mountain and took him as his disciple. Sun Wukong killed the robbers who robbed the scriptures and left in anger. Guanyin Bodhisattva enlightened Zhu Bajie (originally Marshal Tianpeng was demoted to the human world because of something) to worship the Tang Monk as his master and took the Dharma name Wuneng. - Experience on the way: The four of them (including Monk Sand, who was originally a general of the Curtain Rollers in the sky and was demoted to the human world) eliminated demons and overcome difficulties along the way. For example, they encountered all kinds of demons. The origin of the Golden Hoop Incantation reflected the relationship between the master and the disciple. ** 4. Character Image ** - Sun Wukong: Spiritual when he was born. After learning the skills, he had strong abilities (72 transformations, somersault cloud, etc.). He was unruly and unruly (causing a great disturbance in the Heavenly Palace). Later, he was loyal to Tang Sanzang who went to the West to obtain scriptures and subdue demons. - Tang Sanzang: Merciful and kind, but sometimes pedantic (such as blaming Sun Wukong for killing a robber). - Zhu Bajie: Gluttonous, lazy, gluttonous, ugly, but also honest and cute, able to change thirty-six times. - Friar Sand said,"I'll work hard and bear no complaints." ** 5. Meaning and influence of the work ** - [Literature significance: The characters are vividly portrayed, the structure is complete, and there is a strong Buddhist color. It can be appreciated from many aspects such as Buddhism, Taoism, and secular. It is a great romantic literary work.] - The influence at that time: When it first appeared in the Ming Dynasty, it was listed as a forbidden book (because the idea of worshipping Buddhism and suppressing Taoism conflicted with the Taoist ideology believed by the Ming emperor at that time). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The examples of the teaching design of the Special Study on Fables and Fairy Tales are as follows: 1. Teaching objectives: 1. Understand the basic concepts and characteristics of fables and fairy tales; 2. Learn to read fables and fairy tales, and master reading methods and skills; 3. Cultivate students 'interest and ability in reading to improve their reading comprehension level; Cultivate students 'imagination and creativity to promote their physical and mental development. Second, teaching content: 1. The summary and classification of fables and fairy tales; 2. The basic characteristics of fables and fairy tales, such as story plot, character image, language style, etc. 3. Basic skills in reading fables and fairy tales, such as understanding keywords, sentences, and phrases, grasping the plot of the story, and the relationship between the characters; 4. The strategies of reading fables and fairy tales include imagination, analysis, and synthesis. Third, teaching methods: 1. Explain the basic concepts and characteristics of fables and fairy tales to help students understand; Demonstrate the basic skills of reading fables and fairy tales to help students master them; 3. Guide students to read fables and fairy tales independently and practice to improve reading efficiency and quality; 4. Explain the relevant knowledge and skills of fables and fairy tales through multi-media and lectures to stimulate students 'interest in learning. Fourth, teaching evaluation: 1. Evaluation of reading results: Through homework, classroom questions and answers, the students 'understanding and mastery of fables and fairy tales were tested; 2. Reading interest evaluation: Through group discussion, continuation, role-playing and other ways to cultivate students 'reading interest and ability; 3. Reading quality evaluation: Through reading comprehension, writing expression and other methods to evaluate the students 'reading quality and reading comprehension level.