In modern times, “Myth” is often signified as nonsense. However, prior research indicates that myth is not a work created by one person in one place at one time. Instead, myth belongs to folk creation, which implies the lifestyle of ethnic members as well as their own belief and thinking modes. The distinction of ethnic cultures is thus revealed. Chinese mythology can be traced back to the conception of Chi, from which the doctrine of “the harmony between men and nature” evolved as Chinese people’s thinking model, and moreover, served as the predominant cue for traditional Chinese politics, society, literature, art, medicine, and philosophy.
The value of instruction in mythology is built based on moral education, aesthetic education and life education, in which a harmonious organism is constructed for the purpose of the wholeness of life. There are four approaches to mythology instruction: first, increase teaching resources regarding ancient myths in textbooks; second, take folk festival activities and festival stories as reference to integrate teaching activities; third, establish learning area and class library in order to encourage self-regulated learning; fourth, set up study groups to guide students’ further reading through a chosen topic. The corporation of myths into language teaching is expected to help students: a) cultivate reading habits; b) improve linguistic ability; c) acquire new information and life experiences; d) raise critical thinking, creativity, and problem-solving abilities; e) develop well-formed personality; f) have an international outlook and study the traditional culture of Chinese; g) nurture the aesthetic feeling.
Keyword: mythology; grade 1-9 curriculum; language education