本文選題：小學(xué)語(yǔ)文 + 識(shí)字教學(xué)　； 參考：《海南師范大學(xué)》2015年碩士論文

【摘要】：漢字作為一種工具、一種文化,承載著中華民族的文明與精髓,不管時(shí)代如何變遷,科技如何發(fā)展,漢字在我們的學(xué)習(xí)中、生活中始終有著重要的作用�？梢哉f(shuō)了解漢字,掌握漢字是了解和掌握漢語(yǔ)的前提,更是認(rèn)識(shí)中華文明的階梯。正因如此,在中小學(xué)語(yǔ)文教育階段如何讓學(xué)生有效的識(shí)記漢字顯得非常重要,某種層面上,甚至可以說(shuō)漢字的認(rèn)識(shí)、學(xué)習(xí)與中國(guó)的生活、教育自始至終都相伴相隨,同時(shí),識(shí)字教學(xué)作為語(yǔ)文教育的一個(gè)基礎(chǔ)組成板塊,也構(gòu)建了中國(guó)教育的特質(zhì)與水平。多年來(lái)的教育事實(shí)也證明,學(xué)好漢字不僅有利于教育的展開(kāi),同時(shí)也是提升教育品質(zhì)的基礎(chǔ)與條件。識(shí)字教學(xué)是所有教學(xué)展開(kāi)的基礎(chǔ),所有知識(shí)的傳遞都需要經(jīng)過(guò)文字的記錄與表述才能實(shí)現(xiàn)。識(shí)字教學(xué)作為語(yǔ)文閱讀、寫(xiě)作的基礎(chǔ),對(duì)提高學(xué)生的語(yǔ)文能力,提升語(yǔ)文素養(yǎng)、學(xué)科素養(yǎng)和人文素養(yǎng)都具有重要的作用。并且漢字教學(xué)的過(guò)程既是引導(dǎo)學(xué)生使用工具掌握漢字的過(guò)程,也是學(xué)習(xí)漢字、研究漢字、探索漢字,對(duì)漢字結(jié)構(gòu)、意義的領(lǐng)略和對(duì)中華民族傳統(tǒng)文化進(jìn)行感知、傳遞的過(guò)程。21世紀(jì)以來(lái),新課程改革得到不斷推進(jìn),識(shí)字教學(xué)在中小學(xué)階段的重要性也得到進(jìn)一步深化,識(shí)字教學(xué)愈來(lái)愈受到關(guān)注。在2011年公布的中小學(xué)語(yǔ)文新課程標(biāo)準(zhǔn)中識(shí)字教學(xué)的要求更是得到進(jìn)一步的明確,如小學(xué)階段學(xué)生要“學(xué)會(huì)漢語(yǔ)拼音,能說(shuō)普通話,認(rèn)識(shí)3500個(gè)左右常用漢字”。伴隨著識(shí)字教學(xué)要求的逐步嚴(yán)格、細(xì)化,識(shí)字教學(xué)中存在的問(wèn)題也逐步突顯,如教學(xué)實(shí)施形式過(guò)于單一、教學(xué)內(nèi)容講解枯燥、教學(xué)方法缺乏科學(xué)理論指導(dǎo)、忽視對(duì)漢字本身特點(diǎn)和屬性的挖掘等,這些與《小學(xué)語(yǔ)文新課程標(biāo)準(zhǔn)》對(duì)識(shí)字教學(xué)所提出的要求均有所出入,小學(xué)階段的識(shí)字教學(xué)整體效果不如人意。尤其在小學(xué)低年級(jí)階段,因小學(xué)生的接受能力受到一定的生理及心理的限制,識(shí)字更是成為其教學(xué)重難點(diǎn),教學(xué)難度大。我們都知道科學(xué)、高效的識(shí)字教學(xué)策略能促進(jìn)識(shí)字教學(xué)的有效實(shí)施,能直接地促進(jìn)學(xué)生對(duì)漢字文化的了解,有利于孩子們未來(lái)的閱讀、寫(xiě)作和終身學(xué)習(xí)的發(fā)展,并對(duì)他們語(yǔ)言能力的提升和智力的開(kāi)發(fā)發(fā)揮重大的作用。同時(shí),有效識(shí)字,學(xué)好漢字不僅是為語(yǔ)文課程中的閱讀、寫(xiě)作教學(xué)奠定堅(jiān)實(shí)的基礎(chǔ),更是為培養(yǎng)學(xué)生的語(yǔ)文素養(yǎng)、綜合素養(yǎng),提升整體教育質(zhì)量提供充分的保障。在這樣的大背景推動(dòng)下大眾對(duì)探尋科學(xué)高效的識(shí)字教學(xué)方法,提高小學(xué)語(yǔ)文識(shí)字教學(xué)效率,促進(jìn)學(xué)生識(shí)字能力提升的需求日益迫切。因此,在愈來(lái)愈科學(xué)的識(shí)字教學(xué)標(biāo)準(zhǔn)背景下,如何找到一種高效的識(shí)字教學(xué)方法,幫助學(xué)生進(jìn)行更好的識(shí)字學(xué)習(xí),使學(xué)生能在一定時(shí)間內(nèi)準(zhǔn)確地掌握和使用相當(dāng)數(shù)量的漢字,成為識(shí)字教學(xué)中一直探索的重要問(wèn)題。在不斷變革的教育形勢(shì)中,以往的教育研究者們?cè)岢龆喾N形式的識(shí)字教學(xué)方法,比如集中識(shí)字法、分散識(shí)字法、注音識(shí)字法以及由集中識(shí)字法延伸出來(lái)的“字根”衍詞教學(xué)法,生活識(shí)字法等,試圖以此來(lái)改善當(dāng)時(shí)的識(shí)字教學(xué)困境。各類識(shí)字教學(xué)實(shí)驗(yàn)均取得了一定的教學(xué)效果,某種程度上都適度的推動(dòng)了識(shí)字教學(xué)的進(jìn)步與改革,但目前的識(shí)字教學(xué)仍具有很大的改善空間。作為未來(lái)識(shí)字教學(xué)實(shí)踐教育者的我們必須要持正確的態(tài)度去對(duì)待已有的識(shí)字教學(xué)研究成果及識(shí)字教學(xué)方法與策略,不一味遵從,也不一味反對(duì),我們應(yīng)對(duì)識(shí)字教學(xué)與識(shí)字教學(xué)方法的歷史進(jìn)行一定的剖析與再認(rèn)識(shí),并在遵循科學(xué)的識(shí)字教學(xué)理論與原則的指導(dǎo)下,結(jié)合教學(xué)實(shí)際與新課程標(biāo)準(zhǔn)等多方面對(duì)識(shí)字教學(xué)的要求,科學(xué)的汲取已有識(shí)字教學(xué)的優(yōu)點(diǎn),恰當(dāng)?shù)奶岢龈母镄W(xué)語(yǔ)文識(shí)字教學(xué)的方法與策略,在經(jīng)過(guò)合理的加工、綜合后將其有效地運(yùn)用于教學(xué)實(shí)施過(guò)程中。筆者在本論文中主要根據(jù)學(xué)生身心發(fā)展特點(diǎn),在密切聯(lián)系學(xué)生經(jīng)驗(yàn)世界和想像世界的基礎(chǔ)上,總結(jié)我國(guó)語(yǔ)文識(shí)字教學(xué)歷史地成改得失,有意識(shí)地加強(qiáng)對(duì)以往識(shí)字教學(xué)缺點(diǎn)的分析與優(yōu)點(diǎn)的整合,科學(xué)有效的借鑒各地教育改革地識(shí)字教學(xué)經(jīng)驗(yàn),以遵循識(shí)字教學(xué)規(guī)律為前提,結(jié)合與識(shí)字教學(xué)相關(guān)的建構(gòu)主義學(xué)習(xí)理論、奧蘇伯爾的有意義接受學(xué)習(xí)論、杜威的“從做中學(xué)”理論以及“自主、合作、探究”的學(xué)習(xí)理論等進(jìn)行多方面探究,從“以情誘教”為主的情感激發(fā)導(dǎo)入到提倡“主從有序”恰當(dāng)引用漢語(yǔ)拼音輔助識(shí)字、聯(lián)系“六書(shū)分析”幫助學(xué)生有效識(shí)記漢字音形義,以及展開(kāi)“多樣教學(xué)”鼓勵(lì)教師積極進(jìn)行多樣識(shí)字創(chuàng)新教學(xué)等多方面針對(duì)識(shí)字教學(xué)實(shí)踐探究提出一些自己的看法,以期為中小學(xué)識(shí)字教學(xué)實(shí)踐貢獻(xiàn)出自我微薄的力量。
[Abstract]:Chinese character as a tool, a culture, bearing the civilization and essence of the Chinese nation, no matter how the times changes, how the science and technology development, Chinese characters in our study, life has always played an important role. Therefore, it is very important to make students learn Chinese characters effectively in the stage of Chinese education in primary and secondary schools. On a certain level, even the understanding of Chinese characters, learning with Chinese life, and education are always accompanied by each other. At the same time, literacy teaching is a basic component of Chinese education, and it also constructs the characteristics and water of Chinese education. The fact of years of education has also proved that learning Chinese characters well is not only conducive to the expansion of education, but also the basis and condition for improving the quality of education. Literacy teaching is the basis for all teaching, and the transmission of all knowledge needs to be realized through the recording and expression of words. The process of Chinese character teaching is not only the process of guiding the students to use the tools to master the Chinese characters, but also the learning of Chinese characters, the study of Chinese characters, the exploration of Chinese characters, the understanding of the structure of Chinese characters, the sense of meaning and the perception of the Chinese traditional culture. The process of new curriculum reform has been continuously promoted since the.21 century. The importance of literacy teaching in primary and secondary schools has been further deepened. The teaching of literacy has been paid more and more attention. The requirements for literacy teaching in the new curriculum standards for primary and middle schools published in 2011 are further clear, for example, students in primary schools should "learn". We can speak Chinese phonetic alphabet, speak Mandarin, and know about 3500 common Chinese characters. With the gradual stricter and refinement of the teaching requirements of literacy, the problems existing in the teaching of literacy are gradually highlighted, such as the simplistic teaching form, the dull teaching content, the lack of scientific theory guidance, and the neglect of the characteristics and attributes of the Chinese characters. Excavating and so on, these are different from the requirements of the new curriculum standard of primary school language for literacy teaching, and the overall effect of literacy teaching in primary school is not satisfactory. Especially in the junior grade stage of primary school, because the students' acceptance ability is restricted by certain physiological and psychological constraints, literacy is more difficult and difficult to teach. We all know that science, efficient literacy teaching strategy can promote the effective implementation of literacy teaching, can directly promote students' understanding of Chinese character culture, help children's future reading, writing and lifelong learning development, and play an important role in improving their language ability and intellectual development. At the same time, effective literacy and learning are effective. Good Chinese characters not only lay a solid foundation for reading and writing in the course of Chinese language, but also provide sufficient guarantee for the cultivation of students' Chinese literacy, comprehensive literacy, and the improvement of the overall quality of education. Therefore, under the background of more scientific literacy teaching standards, how to find an efficient literacy teaching method, help students to learn better, and enable students to accurately grasp and use the number of Chinese characters in a certain time, and have been explored in the teaching of literacy. In the changing educational situation, the former educational researchers have put forward a variety of forms of literacy teaching methods, such as the centralized literacy method, the scattered literacy method, the phonetic literacy method and the "word root" teaching method extending from the concentrated literacy method, and the living literacy method, in order to improve the literacy education at that time. Learning difficulties. All kinds of literacy teaching experiments have achieved certain teaching results. To some extent, it has promoted the progress and reform of literacy teaching, but the current literacy teaching still has a lot of room for improvement. As a future educator of literacy teaching, we must take a correct attitude to treat the existing literacy teaching research. The research results and the teaching methods and Strategies of literacy are not complied blindly and opposed. We should analyze and reunderstand the history of literacy teaching and literacy teaching methods, and under the guidance of scientific literacy teaching theory and principles, and combine the requirements of teaching practice and new curriculum standards in many aspects, such as teaching practice and new curriculum standards. In this paper, the author, based on the characteristics of the students' physical and mental development, is closely related to the students' experience world and the imagination of the world. On the basis of this, the history of Chinese language literacy teaching has been summed up, and the integration of the analysis and advantages of the shortcomings of the past literacy teaching is consciously strengthened, and the scientific and effective reference to the teaching experience of literacy education in various parts of the country is used to follow the rules of literacy teaching and the constructivist learning theory related to the teaching of literacy, Ausubel. It is meaningful to accept the theory of learning. Dewey's theory of "doing middle school" and the learning theory of "autonomy, cooperation and inquiry" are carried out in many aspects. From the emotional arousal based on "love the teaching" to promote the Chinese phonetic alphabet to help the students to remember the Chinese characters effectively and to help the students to remember the Chinese characters effectively. In order to contribute to the practice of literacy teaching in primary and middle schools, it is expected to contribute to the teaching practice of literacy in the middle and primary schools.

【學(xué)位授予單位】：海南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.22

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