【摘要】： 從古至今，，識(shí)字教學(xué)就是語文教學(xué)的重要內(nèi)容之一，特別是對(duì)于小學(xué)語文教學(xué)來說，它更是頭等重要的大事。如何提高識(shí)字教學(xué)的效率，尋求科學(xué)的識(shí)字方法，是古今教育者孜孜以求的目標(biāo)。近年來，各家識(shí)字方法不斷涌現(xiàn)，識(shí)字理論層出不窮，取得豐碩的成果。然而，識(shí)字教學(xué)中存在的“少慢差費(fèi)”現(xiàn)象仍未得到根本性的改變。 本文所探討的兒歌識(shí)字教學(xué)法，是韻語識(shí)字教學(xué)法的一種。這種方法繼承了古代“三、百、千”為代表的韻語識(shí)字的優(yōu)點(diǎn)，同時(shí)借鑒了當(dāng)代韻語識(shí)字中的一些理論，以兒歌為識(shí)字載體進(jìn)行識(shí)字，目的在于讓學(xué)生在最短的時(shí)間內(nèi)掌握常用漢字，提前進(jìn)入閱讀。筆者從兒歌識(shí)字教學(xué)法的緣起、理論基礎(chǔ)及在教學(xué)中如何實(shí)施等方面來探討兒歌識(shí)字教學(xué)法。 第一部分介紹了兒歌識(shí)字教學(xué)法的緣起。先追溯兒歌識(shí)字的源頭：以“三、百、千”為代表的韻語識(shí)字；再介紹了古代韻語識(shí)字在現(xiàn)代的幾種發(fā)展；最后闡述了本文中的兒歌識(shí)字是對(duì)古今韻語識(shí)字的繼承。 第二部分闡述了兒歌識(shí)字教學(xué)法的理論基礎(chǔ)。文中闡述了兒歌識(shí)字教學(xué)法的字理基礎(chǔ)、心理基礎(chǔ)、認(rèn)知規(guī)律、記憶規(guī)律以及遺忘規(guī)律在識(shí)字教學(xué)中的運(yùn)用。 第三部分對(duì)兒歌在識(shí)字教學(xué)中的實(shí)施進(jìn)行了探討。分別闡述了兒歌在識(shí)字教學(xué)中的意義和作用；兒歌識(shí)字教學(xué)的主要特點(diǎn)；兒歌在識(shí)字教學(xué)中的實(shí)施；兒歌識(shí)字教學(xué)在實(shí)際運(yùn)用中的輔助性策略。
[Abstract]:From ancient to present, literacy teaching is one of the important contents of Chinese teaching, especially for primary school Chinese teaching, it is the most important event. How to improve the efficiency of literacy teaching and seek scientific literacy methods is the goal of educators. In recent years, various literacy methods continue to emerge, literacy theory emerge in endlessly, and achieve fruitful results. However, the phenomenon of "less slow difference" in literacy teaching has not been fundamentally changed. The teaching method of children's song literacy, which is discussed in this paper, is a kind of rhyme literacy teaching method. This method inherits the advantages of ancient rhyme literacy represented by "three hundred and thousand", and at the same time draws lessons from some theories in contemporary rhyme literacy and uses children's songs as the carrier of literacy. The aim is to enable students to master common Chinese characters in the shortest possible time and enter reading ahead of time. The author probes into the teaching method of children's song literacy from the origin, theoretical basis and how to implement it in teaching. The first part introduces the origin of the teaching method of children's song literacy. This paper first traces the source of children's song literacy: "three hundred, one thousand" as the representative of rhyme literacy; then introduces the ancient rhyme literacy in the modern development, and finally expounds that the children's rhyme literacy in this article is the inheritance of ancient and modern rhyme literacy. The second part expounds the theoretical basis of the teaching method of children's song literacy. This paper expounds the application of the character theory, psychological basis, cognitive law, memory law and forgetting law in the teaching of literacy in children's songs. The third part discusses the implementation of children's songs in the teaching of literacy. This paper expounds the significance and function of children's songs in literacy teaching, the main characteristics of children's songs teaching, the implementation of children's songs in literacy teaching, and the auxiliary strategies of children's songs' literacy teaching in practice.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類號(hào)】：G613.2

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 丁晴;論對(duì)外漢字教學(xué)的確定性和情趣化[D];湖南師范大學(xué);2010年

2 孫聰;小學(xué)低段識(shí)字教材中生字教學(xué)用字分布的合理性研究[D];贛南師范學(xué)院;2012年

本文編號(hào)：2204659