本文選題：識(shí)字 + 識(shí)字教學(xué)　； 參考：《西南大學(xué)》2016年碩士論文

【摘要】：“為學(xué)必先識(shí)字”,識(shí)字是讀寫(xiě)的基礎(chǔ),也是兒童學(xué)習(xí)各科文化知識(shí)的基礎(chǔ)。因此,在歷次的語(yǔ)文教學(xué)改革中,教育工作者都非常重視識(shí)字問(wèn)題,識(shí)字教學(xué)改革一直是非常重要的內(nèi)容。民國(guó)識(shí)字教學(xué)探索活動(dòng)異�；钴S,識(shí)字教學(xué)突破了傳統(tǒng)蒙學(xué)成人化的內(nèi)容框套,強(qiáng)調(diào)兒童興趣,突出兒童中心,使識(shí)字教學(xué)形象化;另一方面也繼承了傳統(tǒng)蒙學(xué)融識(shí)字教育、知識(shí)教育、思想教育于一體的經(jīng)驗(yàn)。本文梳理和分析民國(guó)識(shí)字教學(xué)變革、發(fā)展的歷史脈絡(luò)與基本特點(diǎn),探尋一些識(shí)字教學(xué)的共同規(guī)律,總結(jié)歷史經(jīng)驗(yàn)與教訓(xùn),以史為鑒,促進(jìn)當(dāng)代基礎(chǔ)教育中識(shí)字教學(xué)的發(fā)展。在敘述民國(guó)小學(xué)識(shí)字教學(xué)發(fā)展概貌的基礎(chǔ)上分析小學(xué)階段語(yǔ)文教材的識(shí)字因素,探究教師實(shí)際識(shí)字教學(xué)的特點(diǎn),最后試圖挖掘民國(guó)識(shí)字教學(xué)中存在的問(wèn)題以及對(duì)當(dāng)代的啟示。論文主要由六部分構(gòu)成。緒論部分對(duì)選題緣由及意義、關(guān)于識(shí)字教學(xué)的已有研究成果等做了簡(jiǎn)要的敘述,并介紹了本文研究思路和研究方法以及研究的重難點(diǎn)。第一部分:民國(guó)小學(xué)識(shí)字教學(xué)的發(fā)展概況。以時(shí)間發(fā)展順序論述了民國(guó)識(shí)字教材的發(fā)展。民國(guó)識(shí)字教材漸漸演變成為國(guó)文、國(guó)語(yǔ)白話文教材,注重拼音識(shí)字,注重兒童經(jīng)驗(yàn),采用分散識(shí)字方法,從句子開(kāi)始識(shí)字,識(shí)字、閱讀并進(jìn),將小學(xué)生所需識(shí)的生字分散到大量課文中。第二部分:民國(guó)小學(xué)語(yǔ)文識(shí)字教材分析。首先探討教材識(shí)字形式的演變,主要包括注音字母到國(guó)語(yǔ)羅馬字再到拉丁化新文字的識(shí)字工具;文言文識(shí)字到白話文識(shí)字的識(shí)字載體;從天到人識(shí)字的識(shí)字內(nèi)容;隨文識(shí)字的識(shí)字形式。其次分析教材中體現(xiàn)的識(shí)字方法。論文重點(diǎn)論述了反復(fù)識(shí)字、故事識(shí)字、經(jīng)驗(yàn)識(shí)字、看圖識(shí)字、分散識(shí)字這五種方法。小學(xué)語(yǔ)文教材的選取注重兒童的經(jīng)驗(yàn),多選取兒童身邊熟悉的場(chǎng)景,利用圖畫(huà)識(shí)字或在故事中識(shí)字,生字前后重復(fù),以此幫助學(xué)生學(xué)習(xí)漢字。第三部分:民國(guó)小學(xué)語(yǔ)文識(shí)字教學(xué)分析。首先論述音、形、義的教學(xué),其次分析識(shí)字教學(xué)過(guò)程,教學(xué)過(guò)程注重后摘法,文章教學(xué)先于識(shí)字教學(xué);識(shí)字教學(xué)分為預(yù)備示范等五個(gè)階段,且在具體教學(xué)中總結(jié)出了卡片、游戲等識(shí)字方法。探究民國(guó)對(duì)于識(shí)字教學(xué)的音、形、義三要素的構(gòu)建以及小學(xué)教師進(jìn)行音、形、義識(shí)字教學(xué)的方法,分析識(shí)字教學(xué)課堂的程序,并從識(shí)字教學(xué)中的挖掘師生關(guān)系的變化。民國(guó)識(shí)字教學(xué)過(guò)程逐漸重視兒童經(jīng)驗(yàn),教學(xué)過(guò)程中能體現(xiàn)出師生角色的逐漸轉(zhuǎn)變,體現(xiàn)出以人為本的教學(xué)理念。第四部分:論述了民國(guó)識(shí)字教學(xué)中存在的問(wèn)題。民國(guó)小學(xué)識(shí)字采用認(rèn)寫(xiě)同步的形式。認(rèn)寫(xiě)同步加大了識(shí)字難度,造成學(xué)生識(shí)字量的相對(duì)減少,不能最大限度開(kāi)發(fā)識(shí)字能力。教師在識(shí)字教學(xué)過(guò)程中過(guò)于注重教授的旨趣,忽視學(xué)生對(duì)生字的筆畫(huà)掌握,造成學(xué)生錯(cuò)字、別字現(xiàn)象頻發(fā)。其次,識(shí)字教學(xué)沒(méi)能把握住“繼往開(kāi)來(lái)”,借鑒與創(chuàng)新。沒(méi)能繼承傳統(tǒng)教育的集中識(shí)字,對(duì)國(guó)外識(shí)字教學(xué)的借鑒上又有些粗糙,浮于表面。識(shí)字教學(xué)的引入要從國(guó)情出發(fā),符合教學(xué)改革實(shí)際。雖然民國(guó)小學(xué)識(shí)字教學(xué)存在一些問(wèn)題,但是其改革和創(chuàng)新為現(xiàn)代識(shí)字教學(xué)打下堅(jiān)實(shí)基礎(chǔ)。第五部分:民國(guó)小學(xué)識(shí)字教學(xué)對(duì)當(dāng)代識(shí)字教學(xué)的啟示。通過(guò)分析民國(guó)小學(xué)識(shí)字教學(xué)的問(wèn)題與進(jìn)步,觀照當(dāng)代識(shí)字教學(xué)的發(fā)展,總結(jié)概括對(duì)當(dāng)代的啟示。
[Abstract]:"Literacy is the basis for literacy", literacy is the basis of reading and writing, and it is also the basis for children to learn the cultural knowledge of various subjects. Therefore, in the previous reform of Chinese teaching, educators have paid great attention to the problem of literacy. The reform of literacy teaching has always been a very important content. On the other hand, it inherits the experience of the traditional Mongolian language education, knowledge education and ideological education. This article combs and analyzes the reform of the teaching of literacy in the Republic of China, the historical context and basic characteristics of the development of the Republic of China, and explores some teaching of literacy. The common law, summing up historical experience and lesson, taking history as a mirror, promoting the development of literacy teaching in contemporary basic education. On the basis of narrating the outline of the development of literacy teaching in the primary school of the Republic of China, this paper analyzes the literacy factors of the Chinese Textbooks in primary schools, explores the special points of the teaching of teachers' actual literacy, and finally tries to excavate the existence of the teaching of literacy in the Republic of China. The paper mainly consists of six parts. The thesis is mainly composed of six parts. The introduction gives a brief account of the origin and significance of the topic, the existing research achievements on literacy teaching and so on, and introduces the research ideas and research methods as well as the heavy difficulties in the study. The development of the literacy teaching materials in the Republic of China is discussed in the order of the Republic of China. The literacy teaching materials in the Republic of China gradually evolved into national and Mandarin language textbooks, paid attention to Pinyin literacy, paid attention to children's experience, adopted the method of scattered literacy, began to read, read and read from sentences, and spread the students' knowledge of the characters to a large number of texts. The second part: primary school language in the Republic of China Analysis of text literacy teaching materials. First, it discusses the evolution of the form of literacy, mainly including the phonetic alphabet to the language tool of the language of Rome and the new Latin characters; the literate literate of literate literate to the vernacular literacy; the literacy of literate from heaven to human literacy; the literate form of literate with the text. Secondly, it analyzes the literacy methods embodied in the textbooks. The thesis focuses on the five methods of repeated literacy, story literacy, experience literacy, literacy and literacy. The selection of primary school Chinese textbooks focuses on children's experience, selects the familiar scenes of children, read words or read words in stories, and repeats them to help students learn Chinese characters. The third part: the Republic of China: the Republic of China Study the teaching analysis of Chinese literacy teaching. First, it discusses the teaching of phonetic, form and meaning. Secondly, it analyzes the teaching process of literacy, the teaching process pays attention to the post picking, the article teaching is preceded by the literacy teaching, the literacy teaching is divided into five stages, such as the preparatory demonstration and so on, and in the concrete teaching, it sums up the cards, games and other literacy methods, and explores the pronunciation of the literacy teaching in the Republic of China. The construction of the three elements and the methods of the primary school teachers in the teaching of pronunciation, shape and meaning, analyze the procedures of the teaching of literacy and the changes in the relationship between teachers and students from the teaching of literacy. The process of literacy teaching in the Republic of China gradually attaches importance to children's experience, and the gradual transformation of the role of teachers and students can be reflected in the teaching process, and the teaching of people based on people is embodied. The fourth part: the problem of literacy teaching in the Republic of China is discussed in the Republic of China. The literacy of primary schools in the Republic of China adopted the form of recognition and synchronization. The recognition and writing synchronization increased the difficulty of literacy, resulting in the relative reduction of students' literacy and the ability to develop literacy to the maximum. The mastery of the calligraphy has caused the students to do the wrong words, and the other characters are frequent. Secondly, the teaching of literacy can not hold "the past and the future", and can not inherit the centralized literacy of the traditional education. The learning of literacy in foreign countries is a bit rough and floating on the surface. The introduction of literacy teaching should be from the national conditions and the practice of teaching reform. Although the teaching reform is in line with the actual teaching reform, although the practice of teaching reform is in line with the practice of teaching reform, although the people are in accordance with the practice of teaching reform. There are some problems in the teaching of literacy in primary schools, but the reform and innovation have laid a solid foundation for the modern literacy teaching. The fifth part: the Enlightenment of the literacy teaching in primary schools in the Republic of China to the contemporary literacy teaching.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G623.22

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