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Methods of teaching-learning fairy tales in the fourth grade
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ISBN: 978-606-28-0800-6
DOI: 10.5682/9786062808006
Publisher year: 2018
Edition: I
Pages: 110
Publisher: Editura Universitara
Author: Alexandra-Elena Fulas
Product Code:
9786062808006
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Methods of teaching-learning fairy tales in the fourth grade
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Alexandra-Elena Fulas
The Argument / 7
CHAPTER I THE FAIRY TALES / 11
1. The origin of the fairy tale / 11
2. Defining and characterizing the fairy tale / 12
3. Classification of fairy tales / 15
4. Themes and motives in fairy tales / 19
5. Time and space in fairy tales / 27
CHAPTER II THE CHARACTERS OF THE FAIRY TALES / 29
1. Define - literary characters / 29
2. Classification - literary characters / 29
3. Classification - fairy tale characters / 32
3.1 Senex / 32
3.2 Virilis-Virilia - active rule / 36
3.3 Actors / 42
3.4 Opponents / 47
CHAPTER III
THE IMPORTANCE OF THE FAIRY TALE IN THE INSTRUCTIVE-EDUCATIONAL PROCESS / 52
1. The fairy tale in primary education / 52
CHAPTER IV
TEACHING METHODS / 55
1. Conceptual delimitations / 55
2. Classification of teaching methods / 58
3. Exposure / 64
4. Didactic conversation / 66
5. Brainstorming / 70
6. Bunches / 72
7. Exercise method / 74
8. Starburst / 76
9. Cube method / 80
CHAPTER V
PEDAGOGICAL RESEARCH / 84
CONCLUSION / 105
BIBLIOGRAPHY / 107
CHAPTER I THE FAIRY TALES / 11
1. The origin of the fairy tale / 11
2. Defining and characterizing the fairy tale / 12
3. Classification of fairy tales / 15
4. Themes and motives in fairy tales / 19
5. Time and space in fairy tales / 27
CHAPTER II THE CHARACTERS OF THE FAIRY TALES / 29
1. Define - literary characters / 29
2. Classification - literary characters / 29
3. Classification - fairy tale characters / 32
3.1 Senex / 32
3.2 Virilis-Virilia - active rule / 36
3.3 Actors / 42
3.4 Opponents / 47
CHAPTER III
THE IMPORTANCE OF THE FAIRY TALE IN THE INSTRUCTIVE-EDUCATIONAL PROCESS / 52
1. The fairy tale in primary education / 52
CHAPTER IV
TEACHING METHODS / 55
1. Conceptual delimitations / 55
2. Classification of teaching methods / 58
3. Exposure / 64
4. Didactic conversation / 66
5. Brainstorming / 70
6. Bunches / 72
7. Exercise method / 74
8. Starburst / 76
9. Cube method / 80
CHAPTER V
PEDAGOGICAL RESEARCH / 84
CONCLUSION / 105
BIBLIOGRAPHY / 107
In an attempt to present a part of the multitude of teaching methods that are used in the teaching of fairy tales, I did this work.
I am of the opinion that, in the learning activity, the methods applied in the assimilation of new information have a very important role.
Due to education, children acquire aspects related to culture, social values, civilization, which they add to their behavioral framework. Through learning, they are prepared to face new situations.
The methods used in the learning process must be in accordance with the age, the development of the student's thinking, with the subject but also with the aim pursued. Regarding the fairy tale, reading it has a special contribution in the development of children's mental processes. Due to the fact that fairy tales present numerous images, characters and are rich in style figures, they awaken multiple representations in children.
Through fairy tales, children's reproductive imagination is developed due to the rich action and well-individualized heroes. Children end up exceeding the limits of their life experience, because they imagine something they have never seen before. Thus, characters such as: Beautiful Girls, fairies, dragons, dragons, winged horses are reproduced vividly in their imagination.
In fairy tales there are people, objects and animals that talk, friends and enemies, beginnings and ends, good and bad, beautiful and ugly, love, family, many hypostases of the hero, which, through fantasy but also through connection with the real world, leads to becoming a child as an adult with their own ideas and principles.
Through the phrase "Once upon a time", the child realizes that he is entering a magical, special world and travels an imaginary journey through fictional realms, along with the characters of fairy tales. Only when the negative character intervenes, disturbing the balance of the action, does the child begin to realize the dangers and the evil that surrounds him in everyday life.
But, when he learns that good wins, the child realizes that hard times are fleeting and that every problem has a solution.
Thus, he develops his courage, self-esteem and is confident that any obstacle can be overcome. These transitions from the real to the imaginary develop new feelings for the child: fear, happiness, suspense, relief.
Over time, the fairy tale has remained one of the most beloved works by children. The fairy tale has a strong educational significance in their lives, helping them to overcome their fears and also to escape from the real world into a world where anything is possible.
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