小学字理识字教学及其改进

发布时间：2018-05-07 02:24

本文选题：字理 + 字理识字教学　；参考：《山东师范大学》2017年硕士论文

【摘要】：识字教学是小学语文教学的重要组成部分,学生掌握识字量的多少直接影响着语文及其他学科的学习。所以识字教学是小学语文教学的重点。2011年颁布的《义务教育语文课程标准》对学生提出了新的识字要求,不仅要求学生掌握一定的识字量,还要使学生理解汉字的意义,初步感受汉字的形体美,这就需要一种可以体现语文课程工具性与人文性的识字方法。字理识字是分析汉字字形、字音、字义之间的关系,并且以直观的方式展现给学生。汉字具有表意功能,分析字理可以通过对汉字组构的讲解,使学生对汉字有更深入的了解,从而学习字理知识和汉字文化,引导学生自主学习生字,提高他们的识字效率。但是在实际教学中教师运用字理教学时,效果各异。选取济南市某小学的12节教学课例为研究对象,利用文献研究法,观察法、访谈法和文本分析法,对教师运用字理时的内容把握、分析能力、方法运用与教师对学生认知特点的认识上进行分析研究,以发现教师在字理教学中存在的问题,从教师自身和外在探求原因,提出小学字理识字教学的改进建议。在字理分析能力方面,教师存在难以归类辨析,过渡讲析字理,曲解造字理据和脱离文本语境的问题;在内容把握上,教师引入字理范围有限;在方法运用上,灵活性欠佳,主要表现在字理方法运用单一,字理方法运用不当等问题;在对学生的把握上,教师忽略学生的认知特点、已有知识储备讲解字理。通过访谈与课例分析我们发现,导致教师在字理教学上出现问题的原因可以归结为:教师缺乏字理分析参考资料;字理基本知识薄弱;传统识字学业评价重量轻法;字理讲析脱离学生实际。在此基础上提出小学字理识字教学的改进建议:因需定学,丰富知识;因字定量,合理选取;因型定法,区别对待;因生定度,讲析字理。论文在小学字理识字教学的现状上还缺乏深入分析。
[Abstract]:Literacy teaching is an important part of Chinese teaching in primary schools. How much students master the amount of literacy directly affects the study of Chinese and other subjects. Therefore, literacy teaching is the focus of Chinese teaching in primary schools. The Chinese Curriculum Standard for compulsory Education promulgated in 2011 puts forward new literacy requirements for students, which not only require students to master a certain amount of literacy, but also enable students to understand the significance of Chinese characters. To feel the beauty of Chinese characters, we need a literacy method which can embody the instrumentality and humanism of Chinese curriculum. Lexical literacy is the analysis of the relationship among Chinese characters' shapes, sounds and meanings, and is presented to students in an intuitive way. Chinese characters have the function of ideographic meaning. By explaining the structure of Chinese characters, the students can have a deeper understanding of Chinese characters, so that they can learn the knowledge of Chinese characters and Chinese characters culture, guide students to learn new characters independently and improve their literacy efficiency. But in the actual teaching, teachers use word teaching, the effect is different. This paper selects 12 teaching examples of a primary school in Jinan as the research object, using literature research method, observation method, interview method and text analysis method to grasp and analyze the content of teachers' use of word theory. Methods to analyze and study the cognitive characteristics of students with teachers in order to find out the problems existing in the teaching of words and principles, and to find out the causes from the teachers' own and external factors, and to put forward some suggestions for improving the teaching of characters and principles in primary schools. In terms of the ability of word analysis, teachers have some problems, such as difficulty in classifying and analyzing words and principles, misinterpretation of word-making motivation and disconnection from text context, limited scope of teachers' introduction of word theory in content assurance, and poor flexibility in the application of methods. It is mainly manifested in the single use of word method and improper use of word theory method, and in the understanding of students, teachers ignore the cognitive characteristics of students and have knowledge reserves to explain words and principles. Through interviews and case studies, we find that the causes of teachers' problems in word teaching can be attributed to: teachers' lack of reference materials for word analysis; The analysis of words and theories deviates from the reality of the students. On the basis of this, the author puts forward some suggestions for improving the teaching of Chinese characters in primary schools: learning by definition, enriching knowledge, quantification of characters, reasonable selection of characters, determination of factors and different treatment, and teaching and analyzing of words and principles due to their definite degree. The paper is lack of in-depth analysis on the present situation of the teaching of word and principle literacy in primary school.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.22

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