Exploring Teaching of Fairy Tales Writing Based on Improving Elementary Students' Chinese Literacy

Authors

  • Velicia Velicia Zhejiang Normal University, China
  • Qiaozheng Liu Zhejiang Normal University, China
  • Jianling Huang Zhejiang Normal University, China

DOI:

https://doi.org/10.56207/iraono.v1i1.100

Keywords:

fairy tales, writing skills, Chinese literacy, elementary students

Abstract

Fairy tales are popular with students because of their strong fantasy and magical twists and turns. However, most students have no way to start when writing fairy tales. The reason is that students have not mastered the method of writing fairy tales. Therefore, based on the fact that students have read many fairy tales, guide students to explore the mystery of fairy tales and understand the characteristics of fairy tales in characterization, plot arrangement and language use, In the teaching, we will lead the students to write different types of fairy tales according to the words, stories and their own, stimulate the students' interest in writing fairy tales, improve the writing quality and improve the writing ability.

References

Creswell, J. W. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th Editio). SAGE Publications, Inc.

Cunningham, C., & Cunningham, T. (2022). ‘Mirror, mirror on the wall’: reflecting on, and refracting through, academic development in a pandemic year. International Journal for Academic Development, 27(2), 191–202. https://doi.org/10.1080/1360144X.2022.2082439

Harefa, E., Kristiyanto, W. H., & Rondonuwu, F. S. (2019). Visualization of Conduction Heat Transfer using Augmented Reality Technology. Indian Journal of Science and Technology, 12(21), 1–6. https://doi.org/10.17485/ijst/2019/v12i21/139551

Harefa, E. (2023). Analisis Komparatif Penggunaan Massive Open Online Course dan Pembelajaran Offline Terhadap Perilaku Belajar dan Hasil Prestasi Akademik Mahasiswa PGSD. Jurnal Elementary: Kajian Teori Dan Hasil Penelitian Pendidikan Sekolah Dasar, 6(1), 5–10. https://doi.org/10.31764/elementary.v6i1.11903

Harefa, E., Li, N., & Zhou, W. (2022). Application of laser-induced breakdown spectroscopy with a generalized regression neural network and LASSO-type methods for estimation of arsenic and chromium in soil. Journal of Analytical Atomic Spectrometry, 37(6), 1340–1349. https://doi.org/10.1039/D2JA00060A

Harefa, E., & Zhou, W. (2021a). Performing sequential forward selection and variational autoencoder techniques in soil classification based on laser-induced breakdown spectroscopy. Analytical Methods, 13(41), 4926–4933. https://doi.org/10.1039/D1AY01257F

Harefa, E., & Zhou, W. (2021b). Coupling Backpropagation Neural Network and AdaBoost Algorithm for Quantitative Analysis of Nickel via Laser-Induced Breakdown Spectroscopy. Journal of Physics: Conference Series, 2049(1), 012017. https://doi.org/10.1088/1742-6596/2049/1/012017

Harefa, E., & Zhou, W. (2022). Laser-Induced Breakdown Spectroscopy Combined with Nonlinear Manifold Learning for Improvement Aluminum Alloy Classification Accuracy. Sensors, 22(9), 3129. https://doi.org/10.3390/s22093129

Karanggulimu, A., & Harefa, E. (2022). Determination of the X-ray Linear Attenuation Coefficient of Clay- Originated Bricks in Central Java Province, Indonesia. JIPF (Jurnal Ilmu Pendidikan Fisika), 7(1), 1–8. https://doi.org/10.26737/jipf.v7i1.2135

Henderson, K. L., & Malone, S. L. (2012). Ethical Fairy Tales: Using Fairy Tales as Illustrative Ethical Dilemmas With Counseling Students. Journal of Creativity in Mental Health, 7(1), 64–82. https://doi.org/10.1080/15401383.2012.660128

Kulikovskaya, I. E., & Andrienko, A. A. (2016). Fairy-tales for Modern Gifted Preschoolers: Developing Creativity, Moral Values and Coherent World Outlook. Procedia - Social and Behavioral Sciences, 233, 53–57. https://doi.org/10.1016/j.sbspro.2016.10.129

Lam, K. Y. (2022). Engaging with critical literacy through restorying: a university reading and writing workshop on fairy-tale reimaginations. Language, Culture and Curriculum, 35(2), 217–233. https://doi.org/10.1080/07908318.2021.1979577

Larkin Koushki, A. (2019). Engaging English Learners Through Literature, Fairy Tales, and Drama. International Journal of Applied Linguistics and English Literature, 8(2), 138. https://doi.org/10.7575/aiac.ijalel.v.8n.2p.138

Lee, Y. J. (2022). What today’s children read from “happily ever after” Cinderella stories. Pedagogies: An International Journal, 17(1), 37–53. https://doi.org/10.1080/1554480X.2020.1781641

Marshall, E., Kitsos, R., Gwiazda, L., & Shafer, R. (2019). Embodying fairy tales: composition training in narrative, image, and performance. Theatre, Dance and Performance Training, 10(1), 38–50. https://doi.org/10.1080/19443927.2018.1551812

Miles, M. B., & Huberman, M. A. (1994). Qualitative Data Analysis: A Sourcebook of New Methods. SAGE Publication.

Ng, C., Graham, S., Lau, K.-L., Liu, X., & Tang, K.-Y. (2021). Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong: Measurement invariance and multigroup structural equation analyses. International Journal of Educational Research, 107, 101751. https://doi.org/10.1016/j.ijer.2021.101751

Patel, P., & Laud, L. (2009). Helping Students to Add Detail and Flair to Their Stories. Preventing School Failure: Alternative Education for Children and Youth, 54(1), 2–11. https://doi.org/10.3200/PSFL.54.1.2-11

Penalva, J. (2020). Innovation, personalised education and Little Red Riding Hood. International Journal of Lifelong Education, 39(4), 339–355. https://doi.org/10.1080/02601370.2020.1786178

Rad, H. S., Namaziandost, E., & Razmi, M. H. (2022). Integrating STAD and flipped learning in expository writing skills: Impacts on students’ achievement and perceptions. Journal of Research on Technology in Education, 1–17. https://doi.org/10.1080/15391523.2022.2030265

Reyes, Y., & Pardo, D. M. (2019). Action to be taken to use emerging technologies identified by the horizon project in the Cuban education system. Revista Cubana de Educación Superior, 38(2). http://scielo.sld.cu/pdf/rces/v38n2/0257-4314-rces-38-02-e10.pdf

Saxby, G. (2022). Searching for a happily ever after: using fairy tales in primary classrooms to explore gender, subjectivity and the life-worlds of young people. The Australian Journal of Language and Literacy, 45(2), 219–232. https://doi.org/10.1007/s44020-022-00017-z

Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94–109. https://doi.org/10.1016/j.compedu.2016.05.004

Wu, D., Zhou, C., Li, Y., & Chen, M. (2022). Factors associated with teachers’ competence to develop students’ information literacy: A multilevel approach. Computers & Education, 176, 104360. https://doi.org/10.1016/j.compedu.2021.104360

Yavaş Çelik, G., & Yavuz, F. (2017). Using fairy tales as a model to enhance learners’ writing organization skill. International Journal of Learning and Teaching, 9(3), 349–353. https://doi.org/10.18844/ijlt.v9i3.658

Yu, S., & Liu, C. (2021). Improving student feedback literacy in academic writing: An evidence-based framework. Assessing Writing, 48, 100525. https://doi.org/10.1016/j.asw.2021.100525

Downloads

Published

2023-01-25

How to Cite

Velicia, V., Liu, Q., & Huang, J. (2023). Exploring Teaching of Fairy Tales Writing Based on Improving Elementary Students’ Chinese Literacy. IRAONO: Journal of Elementary and Childhood Education, 1(1), 1–7. https://doi.org/10.56207/iraono.v1i1.100

Issue

Vol. 1 No. 1 (2023): January 2023

Section

Articles

License

Copyright (c) 2023 Velicia Velicia, Qiaozheng Liu, Jianling Huang

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.