苏教版小学一年级独体字教学策略个案研究

发布时间：2018-01-19 19:24

本文关键词： 一年级独体字识字教学苏教版　出处：《中央民族大学》2016年硕士论文　论文类型：学位论文

【摘要】：《义务教育语文课程标准(2011年版)》明确指出,“识字、写字是阅读和写作的基础,是第一学段的教学重点,也是贯穿整个义务教育阶段的重要教学内容。”汉字是人类最古老的文字之一,是世界迄今为止仍在使用的自源文字,是中国文化的瑰宝。汉字在结构上可以分为独体与合体,独体字数量不多,教育部和国家语言文字工作委员会于2009年发布的《现代常用独体字规范》确定了256个现代常用独体字,但独体字的构字能力极强,般可作为部件参与合体字的构成,在汉字系统中具有重要作用。小学一年级是汉字学习的初始阶段,也是接触大量独体字的重要阶段。统计江苏教育出版社编写的小学语文实验教科书,一年级生字表中收录的独体字数量最多,比例最大。鉴于独体字在小学一年级识字教学中的奠基意义,本文以苏教版小学语文教科书为例,进行了一系列肤浅的研究,力求探索出较为科学高效的适用于小学一年级阶段的独体字教学策略。全文分为三个部分。第一部分是对苏教版小学语文一年级独体字教学现状的调查与分析。首先是立足苏教版小学语文一年级实验教科书,分析本教材识字编排情况。其次是进入使用苏教版语文教科书的合肥市某市属小学进行实地调查,包括对一年级语文教师进行有关独体字教学的访谈,对一年级师生的日常识字教学进行课堂观察,以该校为个案,总结出小学一年级独体字教学的现状。第二部分是基于调研结果提出适用于苏教版小学语文一年级独体字教学的策略,并据此实施课堂教学,进行相应的反思。一是识字情境引入策略,即紧扣课本、顺应识字;二是独体字识记策略,主要是运用字源分析法识记表意型独体字、运用俗文字解字法识记记号型独体字以及在结构重组规律下以熟字识记生字；三是独体字辨析策略,针对同音字、独体形近字,以及对一年级阶段所学独体生字的有序归类。而后将诸种独体字教学策略实际应用于一年级语文课堂,并予以记录。最后针对教学行动进行相应的反思。第三部分是在第一轮行动研究利弊得失的基础之上,再次制定更为科学的行动方案,实施小学语文一年级独体字教学行动,最后依据再行动的过程及效果进行更为深入的再反思,并予以总结。通过本研究,得出了依托课本,综合运用识字情境引入策略、独体字识记策略、独体字辨析策略、独体字巩固策略等多种教学策略,适度运用现代化教学手段以辅助独体字教学,及时予以有效肯定以保护儿童识字自信等主要的教学建议,希望对小学语文独体字教学有所助益。
[Abstract]:The Chinese Curriculum Standard for compulsory Education (2011 Edition) clearly points out that "Literacy and writing are the basis of reading and writing, and the focus of the first learning period." It is also an important teaching content throughout the compulsory education period. "Chinese character is one of the oldest characters in human being, and it is still used in the world so far." Chinese character is the treasure of Chinese culture. Chinese characters can be divided into two types in the structure, only a small number of characters. In 2009, the Ministry of Education and the National working Committee of language and characters issued the "Standard of Modern Common single characters", which determined 256 commonly used single characters, but the construction ability of single type characters was very strong. The first grade of primary school is the initial stage of Chinese character learning. It is also an important stage of contact with a large number of single-type characters. Statistics Jiangsu Education Publishing House compiled the primary school language experimental textbooks, the number of single-type characters included in the first grade students' list is the largest. In view of the fundamental significance of single-type characters in the teaching of literacy in the first grade of primary schools, this paper takes the Su Jiao version of primary school Chinese textbooks as an example and carries out a series of superficial studies. The thesis is divided into three parts. The first part is the investigation and analysis of the current situation of the teaching of single-type characters in the first grade of primary school. First of all, based on the Su version of the primary school language experimental textbooks for the first grade. Analysis of the textbook literacy arrangement. The second is to enter the use of Su version of language textbooks in Hefei a municipal primary school to carry out a field investigation, including the first grade of Chinese teachers on the teaching of single-character interviews. The first grade teachers and students of the daily literacy teaching classroom observation, taking the school as a case. The second part is based on the results of the investigation to put forward the teaching strategies applicable to the Su education version of primary school Chinese single-character teaching and the implementation of classroom teaching accordingly. The first is to introduce strategies into literacy context, that is, to adhere to textbooks and adapt to literacy; The second is the strategy of memorizing single-type characters, which mainly uses the method of word-source analysis to memorize ideographic characters, the method of colloquial characters to memorize marked single-type characters, and to memorize new characters with familiar characters under the law of structural reorganization. The third is the strategy of distinguishing and analyzing the single character, aiming at the homonym, the form of the single character and the orderly classification of the single character in the first grade. Then, the teaching strategies of the single type are applied to the first grade Chinese classroom. The third part is based on the advantages and disadvantages of the first round of action research on the basis of the development of a more scientific plan of action. The implementation of the primary school language one-character teaching action, finally according to the process and effect of re-action to more in-depth reflection, and summed up. Through this study, we get the relying textbook. Comprehensive use of literacy situation to introduce strategies, single-character memorization strategy, single-character discrimination strategy, single-character consolidation strategy and other teaching strategies, appropriate use of modern teaching means to assist single-type teaching. In order to protect children's literacy and self-confidence and other main teaching suggestions, it is hoped that it will be helpful to the teaching of Chinese characters in primary schools.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.2

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