新课标背景下的小学语文识字教学实践探究
发布时间：2018-05-11 07:41
本文选题：小学语文 + 识字教学 ； 参考：《海南师范大学》2015年硕士论文
【摘要】：汉字作为一种工具、一种文化,承载着中华民族的文明与精髓,不管时代如何变迁,科技如何发展,汉字在我们的学习中、生活中始终有着重要的作用。可以说了解汉字,掌握汉字是了解和掌握汉语的前提,更是认识中华文明的阶梯。正因如此,在中小学语文教育阶段如何让学生有效的识记汉字显得非常重要,某种层面上,甚至可以说汉字的认识、学习与中国的生活、教育自始至终都相伴相随,同时,识字教学作为语文教育的一个基础组成板块,也构建了中国教育的特质与水平。多年来的教育事实也证明,学好汉字不仅有利于教育的展开,同时也是提升教育品质的基础与条件。识字教学是所有教学展开的基础,所有知识的传递都需要经过文字的记录与表述才能实现。识字教学作为语文阅读、写作的基础,对提高学生的语文能力,提升语文素养、学科素养和人文素养都具有重要的作用。并且汉字教学的过程既是引导学生使用工具掌握汉字的过程,也是学习汉字、研究汉字、探索汉字,对汉字结构、意义的领略和对中华民族传统文化进行感知、传递的过程。21世纪以来,新课程改革得到不断推进,识字教学在中小学阶段的重要性也得到进一步深化,识字教学愈来愈受到关注。在2011年公布的中小学语文新课程标准中识字教学的要求更是得到进一步的明确,如小学阶段学生要“学会汉语拼音,能说普通话,认识3500个左右常用汉字”。伴随着识字教学要求的逐步严格、细化,识字教学中存在的问题也逐步突显,如教学实施形式过于单一、教学内容讲解枯燥、教学方法缺乏科学理论指导、忽视对汉字本身特点和属性的挖掘等,这些与《小学语文新课程标准》对识字教学所提出的要求均有所出入,小学阶段的识字教学整体效果不如人意。尤其在小学低年级阶段,因小学生的接受能力受到一定的生理及心理的限制,识字更是成为其教学重难点,教学难度大。我们都知道科学、高效的识字教学策略能促进识字教学的有效实施,能直接地促进学生对汉字文化的了解,有利于孩子们未来的阅读、写作和终身学习的发展,并对他们语言能力的提升和智力的开发发挥重大的作用。同时,有效识字,学好汉字不仅是为语文课程中的阅读、写作教学奠定坚实的基础,更是为培养学生的语文素养、综合素养,提升整体教育质量提供充分的保障。在这样的大背景推动下大众对探寻科学高效的识字教学方法,提高小学语文识字教学效率,促进学生识字能力提升的需求日益迫切。因此,在愈来愈科学的识字教学标准背景下,如何找到一种高效的识字教学方法,帮助学生进行更好的识字学习,使学生能在一定时间内准确地掌握和使用相当数量的汉字,成为识字教学中一直探索的重要问题。在不断变革的教育形势中,以往的教育研究者们曾提出多种形式的识字教学方法,比如集中识字法、分散识字法、注音识字法以及由集中识字法延伸出来的“字根”衍词教学法,生活识字法等,试图以此来改善当时的识字教学困境。各类识字教学实验均取得了一定的教学效果,某种程度上都适度的推动了识字教学的进步与改革,但目前的识字教学仍具有很大的改善空间。作为未来识字教学实践教育者的我们必须要持正确的态度去对待已有的识字教学研究成果及识字教学方法与策略,不一味遵从,也不一味反对,我们应对识字教学与识字教学方法的历史进行一定的剖析与再认识,并在遵循科学的识字教学理论与原则的指导下,结合教学实际与新课程标准等多方面对识字教学的要求,科学的汲取已有识字教学的优点,恰当的提出改革小学语文识字教学的方法与策略,在经过合理的加工、综合后将其有效地运用于教学实施过程中。笔者在本论文中主要根据学生身心发展特点,在密切联系学生经验世界和想像世界的基础上,总结我国语文识字教学历史地成改得失,有意识地加强对以往识字教学缺点的分析与优点的整合,科学有效的借鉴各地教育改革地识字教学经验,以遵循识字教学规律为前提,结合与识字教学相关的建构主义学习理论、奥苏伯尔的有意义接受学习论、杜威的“从做中学”理论以及“自主、合作、探究”的学习理论等进行多方面探究,从“以情诱教”为主的情感激发导入到提倡“主从有序”恰当引用汉语拼音辅助识字、联系“六书分析”帮助学生有效识记汉字音形义,以及展开“多样教学”鼓励教师积极进行多样识字创新教学等多方面针对识字教学实践探究提出一些自己的看法,以期为中小学识字教学实践贡献出自我微薄的力量。
[Abstract]:Chinese character as a tool, a culture, bearing the civilization and essence of the Chinese nation, no matter how the times changes, how the science and technology development, Chinese characters in our study, life has always played an important role. Therefore, it is very important to make students learn Chinese characters effectively in the stage of Chinese education in primary and secondary schools. On a certain level, even the understanding of Chinese characters, learning with Chinese life, and education are always accompanied by each other. At the same time, literacy teaching is a basic component of Chinese education, and it also constructs the characteristics and water of Chinese education. The fact of years of education has also proved that learning Chinese characters well is not only conducive to the expansion of education, but also the basis and condition for improving the quality of education. Literacy teaching is the basis for all teaching, and the transmission of all knowledge needs to be realized through the recording and expression of words. The process of Chinese character teaching is not only the process of guiding the students to use the tools to master the Chinese characters, but also the learning of Chinese characters, the study of Chinese characters, the exploration of Chinese characters, the understanding of the structure of Chinese characters, the sense of meaning and the perception of the Chinese traditional culture. The process of new curriculum reform has been continuously promoted since the.21 century. The importance of literacy teaching in primary and secondary schools has been further deepened. The teaching of literacy has been paid more and more attention. The requirements for literacy teaching in the new curriculum standards for primary and middle schools published in 2011 are further clear, for example, students in primary schools should "learn". We can speak Chinese phonetic alphabet, speak Mandarin, and know about 3500 common Chinese characters. With the gradual stricter and refinement of the teaching requirements of literacy, the problems existing in the teaching of literacy are gradually highlighted, such as the simplistic teaching form, the dull teaching content, the lack of scientific theory guidance, and the neglect of the characteristics and attributes of the Chinese characters. Excavating and so on, these are different from the requirements of the new curriculum standard of primary school language for literacy teaching, and the overall effect of literacy teaching in primary school is not satisfactory. Especially in the junior grade stage of primary school, because the students' acceptance ability is restricted by certain physiological and psychological constraints, literacy is more difficult and difficult to teach. We all know that science, efficient literacy teaching strategy can promote the effective implementation of literacy teaching, can directly promote students' understanding of Chinese character culture, help children's future reading, writing and lifelong learning development, and play an important role in improving their language ability and intellectual development. At the same time, effective literacy and learning are effective. Good Chinese characters not only lay a solid foundation for reading and writing in the course of Chinese language, but also provide sufficient guarantee for the cultivation of students' Chinese literacy, comprehensive literacy, and the improvement of the overall quality of education. Therefore, under the background of more scientific literacy teaching standards, how to find an efficient literacy teaching method, help students to learn better, and enable students to accurately grasp and use the number of Chinese characters in a certain time, and have been explored in the teaching of literacy. In the changing educational situation, the former educational researchers have put forward a variety of forms of literacy teaching methods, such as the centralized literacy method, the scattered literacy method, the phonetic literacy method and the "word root" teaching method extending from the concentrated literacy method, and the living literacy method, in order to improve the literacy education at that time. Learning difficulties. All kinds of literacy teaching experiments have achieved certain teaching results. To some extent, it has promoted the progress and reform of literacy teaching, but the current literacy teaching still has a lot of room for improvement. As a future educator of literacy teaching, we must take a correct attitude to treat the existing literacy teaching research. The research results and the teaching methods and Strategies of literacy are not complied blindly and opposed. We should analyze and reunderstand the history of literacy teaching and literacy teaching methods, and under the guidance of scientific literacy teaching theory and principles, and combine the requirements of teaching practice and new curriculum standards in many aspects, such as teaching practice and new curriculum standards. In this paper, the author, based on the characteristics of the students' physical and mental development, is closely related to the students' experience world and the imagination of the world. On the basis of this, the history of Chinese language literacy teaching has been summed up, and the integration of the analysis and advantages of the shortcomings of the past literacy teaching is consciously strengthened, and the scientific and effective reference to the teaching experience of literacy education in various parts of the country is used to follow the rules of literacy teaching and the constructivist learning theory related to the teaching of literacy, Ausubel. It is meaningful to accept the theory of learning. Dewey's theory of "doing middle school" and the learning theory of "autonomy, cooperation and inquiry" are carried out in many aspects. From the emotional arousal based on "love the teaching" to promote the Chinese phonetic alphabet to help the students to remember the Chinese characters effectively and to help the students to remember the Chinese characters effectively. In order to contribute to the practice of literacy teaching in primary and middle schools, it is expected to contribute to the teaching practice of literacy in the middle and primary schools.
【学位授予单位】：海南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.22
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