培智學校語文教材用字的字量、字種研究
發(fā)布時間：2018-10-23 07:01
【摘要】：本研究以培智學校語文教材的編寫用字為切入點,系統(tǒng)考察了目前義務教育培智學校語文教材用字的字量和字種。研究旨在探尋培智學校語文教材選字用字情況和識字教學的編排特點,為豐富智力障礙學生識字教學用字研究、規(guī)范培智學校語文教材的編寫提供參考。 本研究主要采用內(nèi)容分析法,以目前培智學校使用范圍廣、影響力較大的滬、浙兩個版本的培智學校語文教科書(1～9年級,共計36冊)為研究對象,從字量、字種的角度對教材課文用字和生字表用字的基本情況進行研究。研究結果如下： 1、對培智學校語文課文用字的字量、字種研究發(fā)現(xiàn)：兩版本教材在課文用字總量的安排上大致相同,約為4萬個,并且課文用字量隨年級(學段)升高而逐漸增加；兩版本教材在課文用字的總字種數(shù)上接近,約2200個,均大大超出兩套教材生字表對字種數(shù)的要求,即課文用字總數(shù)遠大于識字總字數(shù)；盡管兩套教材在課文用字的字種選擇上受編寫主題、地域特點等影響有少許差異,但總體上兩套教材的課文用字字種大致相同；整體上看,培智學校語文課文用字與“現(xiàn)代漢語常用字”、“義務教育語文課程常用字表”高度契合,但也有少量課文用字超出常用字范疇,所超出的課文用字主要是擬聲詞、常見物品名稱用字、地名用字以及反映地域文化的用字。 2、對培智學校語文教材生字表用字的字量、字種研究發(fā)現(xiàn)：兩版本培智學校生字表的總字量比較接近,分別為1108和1296個,除去重復字種,兩版本生字表的字種數(shù)高度接近,為1037和1054個；兩版本生字表中字量基本符合“上海市輔讀學校實用語文課程指導綱要”中會認字、會寫字的字量要求；兩版本在會認、會寫字字量的教學安排上均呈現(xiàn)出隨年級升高而識字量逐漸增多的趨勢；兩版本教材在生字表中均出現(xiàn)少量重復字種；兩版本對生字表的字種選擇和確定尚缺乏統(tǒng)一標準,會認字、會寫字的共用字比率相對不高；兩版本在生字學習的先后順序安排上存在差異,且兩教材均因過度強調(diào)課文的“生活性”而在一定程度上影響了漢字教學的規(guī)律；培智學校語文教材生字表中會認字、會寫字的字種基本為常用漢字。 基于上述研究結果,結合對兩套教材主要編寫者的訪談,本著規(guī)范培智學校語文教材用字和生字表用字的研究初衷,提出語文教材識字寫字部分的編寫建議：(1)加強對智障學生識字能力和識字教學的研究；(2)教材編寫在關注“選文內(nèi)容”的同時,重視“識字教學”的科學性；(3)盡快建立培智學校語文教材用字字庫；(4)研制培智學校通用的“識字教學常用等級字表”。
[Abstract]:Based on the writing of Chinese teaching materials in Puizhi school, this study systematically investigated the quantity and type of characters used in the Chinese textbooks of compulsory education schools. The purpose of the study is to explore the character selection of Chinese teaching materials and the arrangement characteristics of literacy teaching in order to enrich the study of characters used in literacy teaching for students with intellectual disabilities and to standardize the compilation of Chinese teaching materials in schools for the mentally handicapped. This research mainly adopts the content analysis method, taking two versions of the Chinese textbooks of Puizhi School (Grade 1, Grade 9, total 36), which are widely used and influential at present in Shanghai and Zhejiang, as the research object, from the word quantity. This paper studies the basic situation of the characters used in the text and the new words table from the perspective of the characters. The results are as follows: 1. A study on the number of words used in the Chinese text of Puizhi School shows that the two versions of the textbook have roughly the same arrangement of the total number of words used in the text, which is about 40,000. And the number of words used in the text gradually increased with the increase of the grade (learning paragraph); the total number of characters in the two versions of the textbook was close to 2200, which greatly exceeded the requirements for the number of characters in the two sets of textbooks. That is, the total number of words used in the text is much larger than the total number of words in the text; although the choice of characters in the two sets of textbooks is slightly different in terms of the choice of the characters used in the text, the characteristics of the region and so on are somewhat different, but on the whole, the text of the two sets of textbooks is roughly the same in terms of the type of characters used in the text. The Chinese characters used in the Chinese texts of Puizhi School are in good agreement with "the Chinese characters often used in Modern Chinese" and "the list of Chinese characters often used in the compulsory Education Chinese Curriculum". However, there are also a few words used in the texts that are beyond the scope of the frequently used characters, and the words used in the texts are mainly onomatopoeia words. The characters used in the name of common articles, in place names and in reflecting the regional culture. 2. The study of the number of characters used in the Chinese teaching materials of Puizhi School shows that the total number of characters in the two versions of the Chinese teaching materials of the Puizhi School is similar to that of the two versions. There were 1108 and 1296 characters respectively, excluding duplicate characters, the number of characters in the two versions of the original list was close to 1037 and 1054, and the number of characters in the two versions was basically in accordance with the "guidelines for practical Chinese Curriculum of Shanghai Auxiliary Reading School". The teaching arrangement of the two versions shows a tendency of increasing literacy with the increase of grade, and a small number of duplicate characters appear in the original list of the two versions of teaching materials, and the teaching arrangement of the two versions shows a tendency of increasing with the increase of grade. The selection and determination of the characters in the two versions are still lack of a unified standard, they can read and write in a relatively low ratio of common words, and there are differences in the order of the learning of the new characters between the two versions. The two textbooks have influenced the law of Chinese character teaching to a certain extent because of the excessive emphasis on the "living life" of the text, and the Chinese teaching materials of Puizhi school can recognize the characters in the list of characters, and the characters that can write basically are commonly used Chinese characters. Based on the above research results, combined with the interviews with the main authors of the two sets of textbooks, the purpose of the study is to standardize the use of Chinese characters and new characters in the Chinese teaching materials of Peiji School. The author puts forward the following suggestions: (1) strengthening the research on the literacy ability and teaching of students with intellectual disabilities; (2) paying attention to the scientific nature of "literacy teaching" while paying close attention to the content of selected text. (3) to set up the character bank of Chinese teaching materials in the school of intellectual education as soon as possible; (4) to develop the common grade list of Chinese characters used in the teaching of literacy in schools for the mentally handicapped.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G76;G634.3
本文編號：2288410
[Abstract]:Based on the writing of Chinese teaching materials in Puizhi school, this study systematically investigated the quantity and type of characters used in the Chinese textbooks of compulsory education schools. The purpose of the study is to explore the character selection of Chinese teaching materials and the arrangement characteristics of literacy teaching in order to enrich the study of characters used in literacy teaching for students with intellectual disabilities and to standardize the compilation of Chinese teaching materials in schools for the mentally handicapped. This research mainly adopts the content analysis method, taking two versions of the Chinese textbooks of Puizhi School (Grade 1, Grade 9, total 36), which are widely used and influential at present in Shanghai and Zhejiang, as the research object, from the word quantity. This paper studies the basic situation of the characters used in the text and the new words table from the perspective of the characters. The results are as follows: 1. A study on the number of words used in the Chinese text of Puizhi School shows that the two versions of the textbook have roughly the same arrangement of the total number of words used in the text, which is about 40,000. And the number of words used in the text gradually increased with the increase of the grade (learning paragraph); the total number of characters in the two versions of the textbook was close to 2200, which greatly exceeded the requirements for the number of characters in the two sets of textbooks. That is, the total number of words used in the text is much larger than the total number of words in the text; although the choice of characters in the two sets of textbooks is slightly different in terms of the choice of the characters used in the text, the characteristics of the region and so on are somewhat different, but on the whole, the text of the two sets of textbooks is roughly the same in terms of the type of characters used in the text. The Chinese characters used in the Chinese texts of Puizhi School are in good agreement with "the Chinese characters often used in Modern Chinese" and "the list of Chinese characters often used in the compulsory Education Chinese Curriculum". However, there are also a few words used in the texts that are beyond the scope of the frequently used characters, and the words used in the texts are mainly onomatopoeia words. The characters used in the name of common articles, in place names and in reflecting the regional culture. 2. The study of the number of characters used in the Chinese teaching materials of Puizhi School shows that the total number of characters in the two versions of the Chinese teaching materials of the Puizhi School is similar to that of the two versions. There were 1108 and 1296 characters respectively, excluding duplicate characters, the number of characters in the two versions of the original list was close to 1037 and 1054, and the number of characters in the two versions was basically in accordance with the "guidelines for practical Chinese Curriculum of Shanghai Auxiliary Reading School". The teaching arrangement of the two versions shows a tendency of increasing literacy with the increase of grade, and a small number of duplicate characters appear in the original list of the two versions of teaching materials, and the teaching arrangement of the two versions shows a tendency of increasing with the increase of grade. The selection and determination of the characters in the two versions are still lack of a unified standard, they can read and write in a relatively low ratio of common words, and there are differences in the order of the learning of the new characters between the two versions. The two textbooks have influenced the law of Chinese character teaching to a certain extent because of the excessive emphasis on the "living life" of the text, and the Chinese teaching materials of Puizhi school can recognize the characters in the list of characters, and the characters that can write basically are commonly used Chinese characters. Based on the above research results, combined with the interviews with the main authors of the two sets of textbooks, the purpose of the study is to standardize the use of Chinese characters and new characters in the Chinese teaching materials of Peiji School. The author puts forward the following suggestions: (1) strengthening the research on the literacy ability and teaching of students with intellectual disabilities; (2) paying attention to the scientific nature of "literacy teaching" while paying close attention to the content of selected text. (3) to set up the character bank of Chinese teaching materials in the school of intellectual education as soon as possible; (4) to develop the common grade list of Chinese characters used in the teaching of literacy in schools for the mentally handicapped.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G76;G634.3
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