寓言依靠形象化的故事对一些思想道理加以宣传,古代的时候,这一类型的故事虽有作者个体创作的痕迹,但却也有相当一部分灵感和素材从先民神话遗存中得来,并进行再度创作。正因如此,再度创作的过程往往会使素材内容脱离既有历史语境,形成独立的意义。其独立的意义与故事本身的意义发生重叠,让后世读者得以从中解构出不同的思想内涵。对这些解构,教师应当采取仔细听取、恰当指导的态度,而并非一味抹杀。比如对于《愚 Fables relied on the visualization of stories to propagate some ideological truths. In ancient times, although this type of story traces the author’s individual creation, a considerable amount of inspiration and material have also been obtained from the ancestral mythological relics creation. Because of this, the process of re-creation often makes the material content from the historical context, the formation of an independent meaning. Its meaning of independence overlaps with the meaning of the story itself, so that later readers can disassemble different ideological connotations. For these deconstruction, teachers should take the attitude of careful listening and proper guidance instead of obliterating them. For example, "stupid