培智学校语文教材用字的字量、字种研究
发布时间：2018-10-23 07:01
【摘要】：本研究以培智学校语文教材的编写用字为切入点,系统考察了目前义务教育培智学校语文教材用字的字量和字种。研究旨在探寻培智学校语文教材选字用字情况和识字教学的编排特点,为丰富智力障碍学生识字教学用字研究、规范培智学校语文教材的编写提供参考。 本研究主要采用内容分析法,以目前培智学校使用范围广、影响力较大的沪、浙两个版本的培智学校语文教科书(1～9年级,共计36册)为研究对象,从字量、字种的角度对教材课文用字和生字表用字的基本情况进行研究。研究结果如下： 1、对培智学校语文课文用字的字量、字种研究发现：两版本教材在课文用字总量的安排上大致相同,约为4万个,并且课文用字量随年级(学段)升高而逐渐增加；两版本教材在课文用字的总字种数上接近,约2200个,均大大超出两套教材生字表对字种数的要求,即课文用字总数远大于识字总字数；尽管两套教材在课文用字的字种选择上受编写主题、地域特点等影响有少许差异,但总体上两套教材的课文用字字种大致相同；整体上看,培智学校语文课文用字与“现代汉语常用字”、“义务教育语文课程常用字表”高度契合,但也有少量课文用字超出常用字范畴,所超出的课文用字主要是拟声词、常见物品名称用字、地名用字以及反映地域文化的用字。 2、对培智学校语文教材生字表用字的字量、字种研究发现：两版本培智学校生字表的总字量比较接近,分别为1108和1296个,除去重复字种,两版本生字表的字种数高度接近,为1037和1054个；两版本生字表中字量基本符合“上海市辅读学校实用语文课程指导纲要”中会认字、会写字的字量要求；两版本在会认、会写字字量的教学安排上均呈现出随年级升高而识字量逐渐增多的趋势；两版本教材在生字表中均出现少量重复字种；两版本对生字表的字种选择和确定尚缺乏统一标准,会认字、会写字的共用字比率相对不高；两版本在生字学习的先后顺序安排上存在差异,且两教材均因过度强调课文的“生活性”而在一定程度上影响了汉字教学的规律；培智学校语文教材生字表中会认字、会写字的字种基本为常用汉字。 基于上述研究结果,结合对两套教材主要编写者的访谈,本着规范培智学校语文教材用字和生字表用字的研究初衷,提出语文教材识字写字部分的编写建议：(1)加强对智障学生识字能力和识字教学的研究；(2)教材编写在关注“选文内容”的同时,重视“识字教学”的科学性；(3)尽快建立培智学校语文教材用字字库；(4)研制培智学校通用的“识字教学常用等级字表”。
[Abstract]:Based on the writing of Chinese teaching materials in Puizhi school, this study systematically investigated the quantity and type of characters used in the Chinese textbooks of compulsory education schools. The purpose of the study is to explore the character selection of Chinese teaching materials and the arrangement characteristics of literacy teaching in order to enrich the study of characters used in literacy teaching for students with intellectual disabilities and to standardize the compilation of Chinese teaching materials in schools for the mentally handicapped. This research mainly adopts the content analysis method, taking two versions of the Chinese textbooks of Puizhi School (Grade 1, Grade 9, total 36), which are widely used and influential at present in Shanghai and Zhejiang, as the research object, from the word quantity. This paper studies the basic situation of the characters used in the text and the new words table from the perspective of the characters. The results are as follows: 1. A study on the number of words used in the Chinese text of Puizhi School shows that the two versions of the textbook have roughly the same arrangement of the total number of words used in the text, which is about 40,000. And the number of words used in the text gradually increased with the increase of the grade (learning paragraph); the total number of characters in the two versions of the textbook was close to 2200, which greatly exceeded the requirements for the number of characters in the two sets of textbooks. That is, the total number of words used in the text is much larger than the total number of words in the text; although the choice of characters in the two sets of textbooks is slightly different in terms of the choice of the characters used in the text, the characteristics of the region and so on are somewhat different, but on the whole, the text of the two sets of textbooks is roughly the same in terms of the type of characters used in the text. The Chinese characters used in the Chinese texts of Puizhi School are in good agreement with "the Chinese characters often used in Modern Chinese" and "the list of Chinese characters often used in the compulsory Education Chinese Curriculum". However, there are also a few words used in the texts that are beyond the scope of the frequently used characters, and the words used in the texts are mainly onomatopoeia words. The characters used in the name of common articles, in place names and in reflecting the regional culture. 2. The study of the number of characters used in the Chinese teaching materials of Puizhi School shows that the total number of characters in the two versions of the Chinese teaching materials of the Puizhi School is similar to that of the two versions. There were 1108 and 1296 characters respectively, excluding duplicate characters, the number of characters in the two versions of the original list was close to 1037 and 1054, and the number of characters in the two versions was basically in accordance with the "guidelines for practical Chinese Curriculum of Shanghai Auxiliary Reading School". The teaching arrangement of the two versions shows a tendency of increasing literacy with the increase of grade, and a small number of duplicate characters appear in the original list of the two versions of teaching materials, and the teaching arrangement of the two versions shows a tendency of increasing with the increase of grade. The selection and determination of the characters in the two versions are still lack of a unified standard, they can read and write in a relatively low ratio of common words, and there are differences in the order of the learning of the new characters between the two versions. The two textbooks have influenced the law of Chinese character teaching to a certain extent because of the excessive emphasis on the "living life" of the text, and the Chinese teaching materials of Puizhi school can recognize the characters in the list of characters, and the characters that can write basically are commonly used Chinese characters. Based on the above research results, combined with the interviews with the main authors of the two sets of textbooks, the purpose of the study is to standardize the use of Chinese characters and new characters in the Chinese teaching materials of Peiji School. The author puts forward the following suggestions: (1) strengthening the research on the literacy ability and teaching of students with intellectual disabilities; (2) paying attention to the scientific nature of "literacy teaching" while paying close attention to the content of selected text. (3) to set up the character bank of Chinese teaching materials in the school of intellectual education as soon as possible; (4) to develop the common grade list of Chinese characters used in the teaching of literacy in schools for the mentally handicapped.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G76;G634.3
本文编号：2288410
[Abstract]:Based on the writing of Chinese teaching materials in Puizhi school, this study systematically investigated the quantity and type of characters used in the Chinese textbooks of compulsory education schools. The purpose of the study is to explore the character selection of Chinese teaching materials and the arrangement characteristics of literacy teaching in order to enrich the study of characters used in literacy teaching for students with intellectual disabilities and to standardize the compilation of Chinese teaching materials in schools for the mentally handicapped. This research mainly adopts the content analysis method, taking two versions of the Chinese textbooks of Puizhi School (Grade 1, Grade 9, total 36), which are widely used and influential at present in Shanghai and Zhejiang, as the research object, from the word quantity. This paper studies the basic situation of the characters used in the text and the new words table from the perspective of the characters. The results are as follows: 1. A study on the number of words used in the Chinese text of Puizhi School shows that the two versions of the textbook have roughly the same arrangement of the total number of words used in the text, which is about 40,000. And the number of words used in the text gradually increased with the increase of the grade (learning paragraph); the total number of characters in the two versions of the textbook was close to 2200, which greatly exceeded the requirements for the number of characters in the two sets of textbooks. That is, the total number of words used in the text is much larger than the total number of words in the text; although the choice of characters in the two sets of textbooks is slightly different in terms of the choice of the characters used in the text, the characteristics of the region and so on are somewhat different, but on the whole, the text of the two sets of textbooks is roughly the same in terms of the type of characters used in the text. The Chinese characters used in the Chinese texts of Puizhi School are in good agreement with "the Chinese characters often used in Modern Chinese" and "the list of Chinese characters often used in the compulsory Education Chinese Curriculum". However, there are also a few words used in the texts that are beyond the scope of the frequently used characters, and the words used in the texts are mainly onomatopoeia words. The characters used in the name of common articles, in place names and in reflecting the regional culture. 2. The study of the number of characters used in the Chinese teaching materials of Puizhi School shows that the total number of characters in the two versions of the Chinese teaching materials of the Puizhi School is similar to that of the two versions. There were 1108 and 1296 characters respectively, excluding duplicate characters, the number of characters in the two versions of the original list was close to 1037 and 1054, and the number of characters in the two versions was basically in accordance with the "guidelines for practical Chinese Curriculum of Shanghai Auxiliary Reading School". The teaching arrangement of the two versions shows a tendency of increasing literacy with the increase of grade, and a small number of duplicate characters appear in the original list of the two versions of teaching materials, and the teaching arrangement of the two versions shows a tendency of increasing with the increase of grade. The selection and determination of the characters in the two versions are still lack of a unified standard, they can read and write in a relatively low ratio of common words, and there are differences in the order of the learning of the new characters between the two versions. The two textbooks have influenced the law of Chinese character teaching to a certain extent because of the excessive emphasis on the "living life" of the text, and the Chinese teaching materials of Puizhi school can recognize the characters in the list of characters, and the characters that can write basically are commonly used Chinese characters. Based on the above research results, combined with the interviews with the main authors of the two sets of textbooks, the purpose of the study is to standardize the use of Chinese characters and new characters in the Chinese teaching materials of Peiji School. The author puts forward the following suggestions: (1) strengthening the research on the literacy ability and teaching of students with intellectual disabilities; (2) paying attention to the scientific nature of "literacy teaching" while paying close attention to the content of selected text. (3) to set up the character bank of Chinese teaching materials in the school of intellectual education as soon as possible; (4) to develop the common grade list of Chinese characters used in the teaching of literacy in schools for the mentally handicapped.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G76;G634.3
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