本文選題：別字 + 小學(xué)中高年級(jí)�。� 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：在小學(xué)階段,識(shí)字與寫(xiě)字教學(xué)承擔(dān)著重要的角色,它是學(xué)生學(xué)習(xí)其他學(xué)科的基礎(chǔ)。識(shí)字與寫(xiě)字教學(xué)也是義務(wù)教育階段必不可少的教學(xué)內(nèi)容。小學(xué)語(yǔ)文教師對(duì)于識(shí)字教學(xué)的關(guān)注度很高,但在實(shí)際教學(xué)中,學(xué)生的錯(cuò)別字現(xiàn)象依然比較普遍,并且中高年級(jí)的學(xué)生出現(xiàn)別字情況的顯著。如何改進(jìn)小學(xué)語(yǔ)文識(shí)字教學(xué),減少學(xué)生的別字現(xiàn)象,顯得尤為迫切。研究小學(xué)中高年級(jí)學(xué)生的別字現(xiàn)象,能夠進(jìn)一步豐富小學(xué)識(shí)字教學(xué)的相關(guān)理論,同時(shí)不斷提高學(xué)生使用漢字的規(guī)范,幫助學(xué)生養(yǎng)成良好的書(shū)寫(xiě)習(xí)慣,從而減少學(xué)生別字現(xiàn)象的出現(xiàn),提高識(shí)字教學(xué)效率。對(duì)選題緣由、相關(guān)文獻(xiàn)綜述以及研究方法等內(nèi)容的闡釋,為小學(xué)中高年級(jí)學(xué)生別字現(xiàn)象的研究奠定了理論基礎(chǔ)。要對(duì)別字現(xiàn)象進(jìn)行研究和分析,首先要就了解什么是別字。別字是指由于字音或者字形相近,把正確的字寫(xiě)成了另外的一個(gè)字。這樣的字就是別字,這其中也包括書(shū)寫(xiě)不規(guī)范的字。這是對(duì)收集到的別字進(jìn)行分析的基礎(chǔ)。在研究過(guò)程中,運(yùn)用文本分析法對(duì)收集到的別字進(jìn)行分析,這樣可以為本研究提供現(xiàn)實(shí)依據(jù),從而使本研究更加科學(xué)化。然后運(yùn)用訪談法以及課堂觀察法等研究方法,對(duì)學(xué)生出現(xiàn)別字現(xiàn)象的原因進(jìn)行探究。別字的出現(xiàn)是教師教學(xué)方式的單一性、學(xué)生認(rèn)知和學(xué)習(xí)能力的局限性、漢字本身的復(fù)雜性以及社會(huì)不規(guī)范用字相互影響的結(jié)果。在對(duì)學(xué)生別字成因分析的基礎(chǔ)上,提出優(yōu)化小學(xué)中高年級(jí)識(shí)字教學(xué)的策略。首先,教師要探究漢字本身的特點(diǎn),從字音、字形、字義教學(xué)三方面提高識(shí)字教學(xué)效率。其次,教師要遵循學(xué)生認(rèn)知特點(diǎn),培養(yǎng)學(xué)生良好的識(shí)字習(xí)慣。培養(yǎng)良好的語(yǔ)文學(xué)習(xí)習(xí)慣是學(xué)好語(yǔ)文的秘訣。在小學(xué)階段,中高年級(jí)的學(xué)生正處于培養(yǎng)習(xí)慣的關(guān)鍵時(shí)期,教師要抓住這一好時(shí)期,引導(dǎo)學(xué)生端正識(shí)字態(tài)度,樹(shù)立寫(xiě)字規(guī)范。再者教師要提高學(xué)生識(shí)字興趣,發(fā)展學(xué)生識(shí)字能力。教師不僅要教會(huì)學(xué)生書(shū)寫(xiě)漢字,更重要的是鍛煉學(xué)生自主識(shí)字的能力。最后,優(yōu)化語(yǔ)言環(huán)境,減少別字的負(fù)面影響。這需要社會(huì)家庭和學(xué)校的共同努力,減少不良的用字習(xí)慣,從而為減少學(xué)生的別字現(xiàn)象盡一份力。
[Abstract]:In primary school, the teaching of literacy and writing plays an important role, which is the basis for students to learn other subjects. The teaching of literacy and writing is also an essential part of compulsory education. The primary school Chinese teachers pay great attention to the literacy teaching, but in the actual teaching, the phenomenon of students' wrong characters is still quite common, and the students of middle and high grades have different characters. How to improve the teaching of Chinese literacy in primary schools and reduce the phenomenon of students' characters is particularly urgent. Studying the phenomenon of characters in middle and high grade students in primary schools can further enrich the relevant theories of literacy teaching in primary schools, at the same time, constantly improve the norms of students' use of Chinese characters, and help students develop good writing habits. In order to reduce the appearance of students' character phenomenon, improve the efficiency of literacy teaching. The explanation of the reason, literature review and research methods lay a theoretical foundation for the study of the phenomenon of different characters in middle and senior primary school students. In order to study and analyze the phenomenon of other words, we must first understand what other words are. Another word is to write the correct word into another word because the sound or shape of the word is similar. Such words are other words, which also include non-standard writing. This is the basis for the analysis of other words collected. In the course of the research, the text analysis method is used to analyze the other words collected, which can provide a realistic basis for this study and make the study more scientific. Then, by using the methods of interview and classroom observation, this paper probes into the causes of the phenomenon of different characters in the students. The appearance of other characters is the result of the singularity of teachers' teaching methods, the limitation of students' cognition and learning ability, the complexity of Chinese characters themselves and the interaction of social non-standard characters. On the basis of analyzing the causes of students' characters, this paper puts forward the strategies of optimizing the teaching of literacy in middle and high grade of primary schools. First of all, teachers should explore the characteristics of Chinese characters and improve the teaching efficiency of Chinese characters from three aspects: pronunciation, shape and meaning. Secondly, teachers should follow students' cognitive characteristics and cultivate students' good literacy habits. Cultivating good Chinese study habits is the secret of learning Chinese well. In the primary school stage, the middle and high grade students are in the key period of cultivating habits, teachers should grasp this good period, guide the students to correct their literacy attitude and establish the writing standard. Moreover, teachers should improve students' interest in literacy and develop students' literacy ability. Teachers should not only teach students to write Chinese characters, but also develop students' ability of autonomous literacy. Finally, optimize the language environment to reduce the negative impact of other words. This requires the joint efforts of social families and schools to reduce bad word use habits and thus contribute to reducing the phenomenon of students.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.2

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