【摘要】：漢字,源遠(yuǎn)流長(zhǎng),歷經(jīng)六千多年的風(fēng)霜洗禮和磨難考驗(yàn);博大精深,被譽(yù)為“民族文化的活化石”。作為記錄漢民族語(yǔ)言的符號(hào)系統(tǒng),漢字迄今為止仍然在今天中國(guó)人的溝通交流、讀書(shū)傳道、性情陶冶等方面發(fā)揮著至關(guān)重要的作用。漢字的重要性決定了漢字教育在基礎(chǔ)教育階段的奠基性地位,因此目前小學(xué)階段的識(shí)字教學(xué)理應(yīng)成為我們研究的熱點(diǎn)和重點(diǎn)。隨文識(shí)字堅(jiān)持“字不離詞,詞不離句,句不離文”的原則,重在為學(xué)生提供語(yǔ)境依托,把生字詞分散在特定的語(yǔ)言環(huán)境中進(jìn)行教學(xué)。與集中識(shí)字“先識(shí)字,后讀書(shū)”不同,隨文識(shí)字使生字隨文出現(xiàn),隨文講解,識(shí)字、學(xué)文同步教學(xué),聽(tīng)說(shuō)讀寫(xiě)并駕齊驅(qū)。能夠成為目前主流的教材生字編排方式和識(shí)字教學(xué)方法,隨文識(shí)字無(wú)疑具有深厚的理論依據(jù)和強(qiáng)大的生命力,那么這是否就意味著當(dāng)前識(shí)字教學(xué)的成功?結(jié)果是令人遺憾的,筆者通過(guò)訪談?wù){(diào)查發(fā)現(xiàn)目前的隨文識(shí)字教學(xué)現(xiàn)狀不容樂(lè)觀,教師對(duì)隨文識(shí)字這種教學(xué)方法仍存在認(rèn)知和操作層面上的問(wèn)題�；谝陨险J(rèn)識(shí),筆者從下列四個(gè)方面展開(kāi)論文寫(xiě)作。第一部分是對(duì)隨文識(shí)字教學(xué)進(jìn)行宏觀闡釋。首先論述隨文識(shí)字的起源發(fā)展,包括從古至今整個(gè)識(shí)字教學(xué)的發(fā)展概況、隨文識(shí)字法的產(chǎn)生背景和發(fā)展歷程;其次介紹識(shí)字的概念內(nèi)涵,厘清隨文識(shí)字的本質(zhì);在此基礎(chǔ)上剖析隨文識(shí)字的理論依據(jù)和教學(xué)價(jià)值。第二部分著眼于當(dāng)前小學(xué)識(shí)字教學(xué)現(xiàn)狀,通過(guò)對(duì)一線語(yǔ)文教師進(jìn)行訪談?wù){(diào)查的方式總結(jié)目前隨文識(shí)字教學(xué)存在的問(wèn)題:何為隨文識(shí)字,認(rèn)識(shí)模糊不清;識(shí)字脫離語(yǔ)境,識(shí)字學(xué)文分離割裂;兼顧字音、字義,字形教學(xué)相對(duì)薄弱;機(jī)械組詞抄寫(xiě),教學(xué)形式單調(diào)枯燥;識(shí)字教學(xué)內(nèi)容單薄,忽略文化內(nèi)蘊(yùn)。針對(duì)問(wèn)題從識(shí)字法自身、教師以及考試評(píng)價(jià)等多個(gè)方面尋找原因,作歸因分析。第三部分主要論述小學(xué)隨文識(shí)字應(yīng)該遵循的教學(xué)原則。秉承正確的教學(xué)原則是取得理想教學(xué)效果的有力保障,因此筆者在這一部分總結(jié)了隨文識(shí)字教學(xué)的四大原則,分別是循序漸進(jìn)原則、科學(xué)合理原則、“文”“字”融合原則和學(xué)用結(jié)合原則。第四部分是本論文的主體部分,在現(xiàn)狀考察和歸因分析的基礎(chǔ)上,結(jié)合教學(xué)原則,分析具體案例,對(duì)小學(xué)隨文識(shí)字提出優(yōu)化策略,以期為改進(jìn)和優(yōu)化隨文識(shí)字教學(xué)提供有益借鑒。該部分主要從備課、課堂實(shí)施和課后反思三個(gè)層面展開(kāi)詳細(xì)論述,其中備課環(huán)節(jié)涉及教材、學(xué)情和字情分析三個(gè)方面;課堂實(shí)施環(huán)節(jié)著重探討如何實(shí)現(xiàn)識(shí)字與學(xué)文、識(shí)字與語(yǔ)用訓(xùn)練融合;課后反思側(cè)重于探討教師對(duì)該教學(xué)法和自身知識(shí)儲(chǔ)備的認(rèn)識(shí)和反思。
[Abstract]:Chinese characters have a long history, after more than 6,000 years of wind and frost baptism and tribulations; extensive and profound, known as "the living fossil of national culture." As a symbol system to record the Chinese national language, Chinese characters still play an important role in communication and communication, reading and preaching, cultivation of temperament and so on. The importance of Chinese characters determines the foundation position of Chinese character education in the basic education stage. Therefore, at present, the literacy teaching in primary school should become the focus and focus of our research. According to the principle of "words, sentences and sentences", the emphasis is on providing students with the support of context and teaching new words in a specific language environment. Different from centralized literacy, "first read, then read", with the text literacy with the emergence of new characters, with the text explanation, literacy, learning and text teaching, listening and writing hand in hand. There is no doubt that the following literacy has profound theoretical basis and strong vitality, so does it mean the success of the current literacy teaching? The result is regrettable, the author through the interview investigation found that the current situation of literacy with text teaching is not optimistic, teachers still have cognitive and operational problems to this teaching method. Based on the above understanding, the author from the following four aspects of paper writing. The first part is to carry on macroscopic explanation to the following text literacy teaching. Firstly, it discusses the origin and development of literacy, including the general situation of the development of the whole literacy teaching from ancient to present, the background and development process of the following text literacy law, secondly, introduces the concept connotation of literacy, and clarifies the essence of literacy with text. On this basis, it analyzes the theoretical basis and teaching value of literacy. The second part focuses on the current situation of literacy teaching in primary schools, and summarizes the existing problems in the teaching of literacy in primary school by the way of interview and investigation of first-line Chinese teachers: what is literacy with the text, the understanding is vague; Literacy is divorced from context, and the separation of learning and learning is divided; the teaching of pronunciation, meaning and shape is relatively weak; the teaching form is monotonous and monotonous; the teaching content of literacy is thin and cultural connotation is ignored. In order to solve the problem, the author makes attribution analysis from the aspects of literacy law itself, teachers and examination evaluation. The third part mainly discusses the teaching principles that should be followed in primary school. Adhering to the correct teaching principles is the effective guarantee to achieve the ideal teaching effect. Therefore, in this part, the author summarizes the four principles of the teaching of literacy, namely, the principle of gradual progress, the principle of science and rationality. The principle of integration of text and character and the principle of combination of learning and application. The fourth part is the main part of this paper, on the basis of the current situation investigation and attribution analysis, combined with the teaching principles, analyze the specific cases, and put forward the optimization strategy to the primary school literacy. In order to improve and optimize the teaching of literacy with text to provide useful reference. This part mainly discusses in detail from three aspects: lesson preparation, classroom implementation and after-class reflection, in which the preparation of lessons involves the teaching material, the learning situation and the analysis of the word situation; Classroom implementation focuses on how to realize the integration of literacy and learning, literacy and pragmatic training, and after-class reflection on teachers' understanding and reflection on the teaching method and their own knowledge reserves.
【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】：2016
【分類(lèi)號(hào)】：G623.22

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