小学随文识字教学研究
发布时间：2018-12-30 11:07
【摘要】：汉字,源远流长,历经六千多年的风霜洗礼和磨难考验;博大精深,被誉为“民族文化的活化石”。作为记录汉民族语言的符号系统,汉字迄今为止仍然在今天中国人的沟通交流、读书传道、性情陶冶等方面发挥着至关重要的作用。汉字的重要性决定了汉字教育在基础教育阶段的奠基性地位,因此目前小学阶段的识字教学理应成为我们研究的热点和重点。随文识字坚持“字不离词,词不离句,句不离文”的原则,重在为学生提供语境依托,把生字词分散在特定的语言环境中进行教学。与集中识字“先识字,后读书”不同,随文识字使生字随文出现,随文讲解,识字、学文同步教学,听说读写并驾齐驱。能够成为目前主流的教材生字编排方式和识字教学方法,随文识字无疑具有深厚的理论依据和强大的生命力,那么这是否就意味着当前识字教学的成功?结果是令人遗憾的,笔者通过访谈调查发现目前的随文识字教学现状不容乐观,教师对随文识字这种教学方法仍存在认知和操作层面上的问题。基于以上认识,笔者从下列四个方面展开论文写作。第一部分是对随文识字教学进行宏观阐释。首先论述随文识字的起源发展,包括从古至今整个识字教学的发展概况、随文识字法的产生背景和发展历程;其次介绍识字的概念内涵,厘清随文识字的本质;在此基础上剖析随文识字的理论依据和教学价值。第二部分着眼于当前小学识字教学现状,通过对一线语文教师进行访谈调查的方式总结目前随文识字教学存在的问题:何为随文识字,认识模糊不清;识字脱离语境,识字学文分离割裂;兼顾字音、字义,字形教学相对薄弱;机械组词抄写,教学形式单调枯燥;识字教学内容单薄,忽略文化内蕴。针对问题从识字法自身、教师以及考试评价等多个方面寻找原因,作归因分析。第三部分主要论述小学随文识字应该遵循的教学原则。秉承正确的教学原则是取得理想教学效果的有力保障,因此笔者在这一部分总结了随文识字教学的四大原则,分别是循序渐进原则、科学合理原则、“文”“字”融合原则和学用结合原则。第四部分是本论文的主体部分,在现状考察和归因分析的基础上,结合教学原则,分析具体案例,对小学随文识字提出优化策略,以期为改进和优化随文识字教学提供有益借鉴。该部分主要从备课、课堂实施和课后反思三个层面展开详细论述,其中备课环节涉及教材、学情和字情分析三个方面;课堂实施环节着重探讨如何实现识字与学文、识字与语用训练融合;课后反思侧重于探讨教师对该教学法和自身知识储备的认识和反思。
[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.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.22
本文编号：2395501
[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.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.22
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