针对别字现象的小学低年级识字教学研究

发布时间：2018-04-04 07:39

本文选题：小学低年级　切入点：别字　出处：《辽宁师范大学》2015年硕士论文

【摘要】：别字是小学生的常见病、疑难症,小学低年级是别字的高发期,探索有效克服别字的教学方法势在必行。本文对低年级小学生的别字现象进行了分析,试图探索有效的教学方法,减少别字的发生几率,解决低年级小学生书面用字不规范问题,提高低年级小学生书面语言表达水平。小学生别字现象频出是汉字本身特征、学生心理、课堂教学各要素以及社会环境相互作用的结果。年龄决定心理特征,低年级小学生知觉精度差,知觉分化水平低;思维水平不高,比较辨识能力尚未形成;注意的稳定性差,机械记忆为主;意志品质薄弱,自控能力不强。这些心理弱点加上汉字本身繁难,笔画多,同音字形近字多的特点,极易造成学习困难。大量的不规范社会用字,带给小学生的误导根深蒂固,导致别字频繁出现在低年级小学生的书面表达中。采用有效的教学方法是克服别字的关键所在。识字教学已经探索出一些效率高、趣味性强、效果好的教学方法,但专门针对“别字”的教学方法还有待发展。识字教学中教师普遍能够重视教学的趣味性,但文字学理论的缺失导致识字教学达不到预期效果,别字仍然“屡教不改”。识字教学应该引导低年级小学生辨析“正字”与“别字”之间的细微差别,针对别字的类型和产生原因,遵循汉字的演变及构造规律,结合儿童年龄和心理特点。笔者认为识字教学采用“归类对比法”、“拆字对比法”、“颜色对比法”、“形象对比法”、“字义对比法”、“语境对比法”,能够在愉快轻松的氛围中加强对别字的辨识度,减少别字出现的频率,巩固正字的识记效果。在识字教学过程中,还要注重预习指导,强化近因效应;巧设练习,积极防止遗忘;还要树立大课堂意识,在实践语境中培养学生务实求真的好习惯,巩固识字教学成果。
[Abstract]:It is imperative to explore the teaching methods of overcoming other characters effectively because of the common disease and difficult disease of primary school students and the high incidence of other characters in the lower grade of primary school.This paper analyzes the phenomenon of different characters in the lower grade pupils, and tries to explore effective teaching methods, reduce the occurrence probability of other characters, solve the problem of non-standard written characters of the lower grade pupils, and improve the level of written language expression of the lower grade pupils.The frequent appearance of Chinese characters in primary school students is the result of the interaction of Chinese characters, students' psychology, the elements of classroom teaching and the social environment.Age determines psychological characteristics, the lower grade pupils' perception accuracy is poor, perception differentiation level is low; thinking level is not high, comparative identification ability has not been formed; attention stability is poor, mechanical memory is the main; will quality is weak, self-control ability is not strong.These psychological weaknesses, as well as the complexity of Chinese characters, more strokes and more homonyms, can easily lead to learning difficulties.A large number of non-standard social characters, which bring the primary school students the misleading and deep-rooted, lead to the frequent occurrence of other characters in the lower grade pupils' written expression.The key to overcoming other words is to adopt effective teaching methods.Literacy teaching has explored some teaching methods with high efficiency, strong interest and good effect, but the teaching methods for "other words" need to be developed.In literacy teaching, teachers are generally able to attach importance to the interest of teaching, but the lack of philology theory leads to the failure of literacy teaching to achieve the desired results, and other characters are still "repeated teaching".The teaching of literacy should guide the junior pupils to distinguish and analyze the subtle differences between "positive characters" and "other characters". According to the types and causes of different characters, the evolution and construction of Chinese characters should be followed, and children's age and psychological characteristics should be combined.The author thinks that the teaching of literacy adopts "classification contrast method", "disassembly contrast method", "color contrast method", "image contrast method", "word meaning contrast method", "context contrast method".Can enhance the recognition of other words in a pleasant and relaxed atmosphere, reduce the frequency of the word appearance, and consolidate the effect of memorization.In the process of literacy teaching, we should pay attention to the guidance of preview, strengthen the effect of proximate cause; skillfully set up exercises to actively prevent forgetting; also, we should set up a large classroom consciousness, cultivate students' good habit of pragmatic seeking for truth in practical context, and consolidate the achievements of literacy teaching.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.22

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