本文選題：字理 + 字理識字教學　； 參考：《山東師范大學》2017年碩士論文

【摘要】：識字教學是小學語文教學的重要組成部分,學生掌握識字量的多少直接影響著語文及其他學科的學習。所以識字教學是小學語文教學的重點。2011年頒布的《義務教育語文課程標準》對學生提出了新的識字要求,不僅要求學生掌握一定的識字量,還要使學生理解漢字的意義,初步感受漢字的形體美,這就需要一種可以體現語文課程工具性與人文性的識字方法。字理識字是分析漢字字形、字音、字義之間的關系,并且以直觀的方式展現給學生。漢字具有表意功能,分析字理可以通過對漢字組構的講解,使學生對漢字有更深入的了解,從而學習字理知識和漢字文化,引導學生自主學習生字,提高他們的識字效率。但是在實際教學中教師運用字理教學時,效果各異。選取濟南市某小學的12節(jié)教學課例為研究對象,利用文獻研究法,觀察法、訪談法和文本分析法,對教師運用字理時的內容把握、分析能力、方法運用與教師對學生認知特點的認識上進行分析研究,以發(fā)現教師在字理教學中存在的問題,從教師自身和外在探求原因,提出小學字理識字教學的改進建議。在字理分析能力方面,教師存在難以歸類辨析,過渡講析字理,曲解造字理據和脫離文本語境的問題;在內容把握上,教師引入字理范圍有限;在方法運用上,靈活性欠佳,主要表現在字理方法運用單一,字理方法運用不當等問題;在對學生的把握上,教師忽略學生的認知特點、已有知識儲備講解字理。通過訪談與課例分析我們發(fā)現,導致教師在字理教學上出現問題的原因可以歸結為:教師缺乏字理分析參考資料;字理基本知識薄弱;傳統(tǒng)識字學業(yè)評價重量輕法;字理講析脫離學生實際。在此基礎上提出小學字理識字教學的改進建議:因需定學,豐富知識;因字定量,合理選取;因型定法,區(qū)別對待;因生定度,講析字理。論文在小學字理識字教學的現狀上還缺乏深入分析。
[Abstract]:Literacy teaching is an important part of Chinese teaching in primary schools. How much students master the amount of literacy directly affects the study of Chinese and other subjects. Therefore, literacy teaching is the focus of Chinese teaching in primary schools. The Chinese Curriculum Standard for compulsory Education promulgated in 2011 puts forward new literacy requirements for students, which not only require students to master a certain amount of literacy, but also enable students to understand the significance of Chinese characters. To feel the beauty of Chinese characters, we need a literacy method which can embody the instrumentality and humanism of Chinese curriculum. Lexical literacy is the analysis of the relationship among Chinese characters' shapes, sounds and meanings, and is presented to students in an intuitive way. Chinese characters have the function of ideographic meaning. By explaining the structure of Chinese characters, the students can have a deeper understanding of Chinese characters, so that they can learn the knowledge of Chinese characters and Chinese characters culture, guide students to learn new characters independently and improve their literacy efficiency. But in the actual teaching, teachers use word teaching, the effect is different. This paper selects 12 teaching examples of a primary school in Jinan as the research object, using literature research method, observation method, interview method and text analysis method to grasp and analyze the content of teachers' use of word theory. Methods to analyze and study the cognitive characteristics of students with teachers in order to find out the problems existing in the teaching of words and principles, and to find out the causes from the teachers' own and external factors, and to put forward some suggestions for improving the teaching of characters and principles in primary schools. In terms of the ability of word analysis, teachers have some problems, such as difficulty in classifying and analyzing words and principles, misinterpretation of word-making motivation and disconnection from text context, limited scope of teachers' introduction of word theory in content assurance, and poor flexibility in the application of methods. It is mainly manifested in the single use of word method and improper use of word theory method, and in the understanding of students, teachers ignore the cognitive characteristics of students and have knowledge reserves to explain words and principles. Through interviews and case studies, we find that the causes of teachers' problems in word teaching can be attributed to: teachers' lack of reference materials for word analysis; The analysis of words and theories deviates from the reality of the students. On the basis of this, the author puts forward some suggestions for improving the teaching of Chinese characters in primary schools: learning by definition, enriching knowledge, quantification of characters, reasonable selection of characters, determination of factors and different treatment, and teaching and analyzing of words and principles due to their definite degree. The paper is lack of in-depth analysis on the present situation of the teaching of word and principle literacy in primary school.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.22

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本文編號：1854987