作为中华传统文化的一部分，民间文学在小学语文课程学习过程中最贴近人们生活，能很好的体现中华民族特色。从小学语文教材增加民间文学选文数量中可窥探出部编本语文教材对中国优秀传统文化的重视。这更要求教师充分把握教材，跟进教学，落实“文化理解与传承”，民间文学的课堂要做到语文教学与传统文化传承相融合。

本文依据制定好的分析框架，对部编本小学语文12册教材中的民间文学选文从内容上分“显性”、“隐性”纵向梳理，从形式上分选文系统和辅助系统横向梳理。根据民间文学的选文文本，对民间文学的选文特点进行归纳，主要体现在“显性”体裁丰富，主题内容多样；辅助系统补充详尽，拓展有力；“隐性”暗藏玄机，民间文学线索贯穿教材这三个方面。

通过对部编本小学语文教材中民间文学教学情况进行问卷调查，依照民间文学选文的课堂观察，分析出其存在一些问题：过于注重以单元目标为导向，忽略具体选文的独特性；教学重点含混，没有合理升华民间文学价值；没有深入挖掘，对选文中的民间文学浅尝辄止。

据此提出教学建议，第一学段的“寓言”、第二学段的“神话”、第三学段的“民间故事”因其在部编本小学语文教材中文体的普遍性、典型性、代表性被选为分析对象。本文尝试对不同学段，不同文体提出相应有针对性的教学策略。寓言主题在语文教学中要辨析文体之异，体悟寓言之味；学生自悟自得，学习生活哲学。神话主题在语文教学中要立足神话本身，深入解读文本；指导朗读方式，大胆丰富想象。民间故事主题在语文教学要以精彩讲述为特点，以创设情境想象为重点。提出教学建议后，根据三个类型的主题原创教学设计，使教学策略落实到真正的课堂中。

In the study of elementary school Chinese courses, writers’ literary classics are highly valued. Folk literature is the most close to people's lives and reflects the culture of national characteristics in Chinese traditional culture. The increase in the number of selected essays of folk literature in elementary school Chinese can reveal the importance attached to Chinese excellent traditional culture by the Chinese textbooks compiled by the Ministry of Education. This also requires teachers to fully grasp the teaching materials, follow up the teaching, and implement the requirements of "cultural understanding and inheritance", and the folk literature class should integrate Chinese teaching and traditional cultural inheritance.

According to the established analysis framework, the folk literature in the 12-volume textbooks of the Ministry of Compilation is sorted vertically in the content of "dominant" and "recessive", and horizontally sorted out in the form of the essay system and the auxiliary system. After sorting out the selected texts of folk literature, I summarized the characteristics of the selected essays of folk literature, which are mainly reflected in the rich "dominant" genre and diverse themes; the supplementary system is detailed and powerful; the "hidden" hidden mystery, folk Literary clues run through these three aspects of the textbook. Investigate and analyze the teaching of folk literature in elementary school Chinese textbooks, and analyze some problems based on classroom observations of selected essays of folk literature: too much emphasis on unit goals, ignoring the uniqueness of specific essays; vague teaching focus , Did not rationally sublimate the value of folk literature; did not dig in depth, only tasted the folk literature in the selected essays.

Based on this, the teaching suggestions are put forward. The "fables" of the first stage, the "myths" of the second stage, and the "folk tales" of the third stage are due to the universality and typicality of the Chinese style of the primary school Chinese textbooks compiled by the Ministry. Representative was selected as the object of analysis, trying to propose corresponding targeted teaching strategies for different stages and different styles. In Chinese teaching, the theme of fables should be distinguished and the taste of fables should be distinguished; students should be self-inspired and learn life philosophy; in teaching of Chinese, the theme of myths should be based on the myth itself and interpret the text in depth; guide the way of reading aloud, boldly enrich the imagination; folk The theme of the story in Chinese teaching should be characterized by telling, and the focus should be on imagination. Put forward teaching strategies based on the theme of the unit and implement teaching suggestions based on original teaching designs.