Narration, Continuation, and Performance: Strategies for Guiding the Reading of Fairy Tales

Yilan Xu

doi:10.47297/wspiedWSP2516-250040.20261007

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Narration, Continuation, and Performance: Strategies for Guiding the Reading of Fairy Tales

Volume 10, Issue 7

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Narration, Continuation, and Performance: Strategies for Guiding the Reading of Fairy Tales
Narration, Continuation, and Performance: Strategies for Guiding the Reading of Fairy Tales
Shangrao Normal University, Shangrao, Jiangxi, 334001, China
Vol. 10, Issue 7, Pages: 181-184(2026)
Online First：28 August 2026，

Published：30 July 2026
DOI：10.47297/wspiedWSP2516-250040.20261007
Accepted：

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Xu Yilan.Narration, Continuation, and Performance: Strategies for Guiding the Reading of Fairy Tales[J].Journal of International Education and Development,2026,10(07):181-184.
DOI：

Xu Yilan.Narration, Continuation, and Performance: Strategies for Guiding the Reading of Fairy Tales[J].Journal of International Education and Development,2026,10(07):181-184. DOI： 10.47297/wspiedWSP2516-250040.20261007.

摘要

Abstract

Fairy tales

characterized by fantasy

exaggeration

and symbolism

closely align with children's interests and are well suited to developing core competencies in Chinese language learning. The introduction of the Happy Reading Corner in the nationally unified Grade 3 textbook shifts Chinese language instruction from single-text to whole-book reading. This study develops a three-dimensional reading-guidance model of narration

continuation writing

and performance

intended to cultivate pupils' interest in reading

logical reasoning

and emotional empathy while addressing common difficulties such as fragmented classroom activities and superficial reading. The model forms a complete reading cycle from oral expression to written creation and integrated performance

providing practical

implementable guidance for fairy-tale reading instruction in the middle grades of primary school.

关键词

Keywords

references

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