民国小学识字教学研究

发布时间：2018-05-28 03:19

本文选题：识字 + 识字教学　；参考：《西南大学》2016年硕士论文

【摘要】：“为学必先识字”,识字是读写的基础,也是儿童学习各科文化知识的基础。因此,在历次的语文教学改革中,教育工作者都非常重视识字问题,识字教学改革一直是非常重要的内容。民国识字教学探索活动异常活跃,识字教学突破了传统蒙学成人化的内容框套,强调儿童兴趣,突出儿童中心,使识字教学形象化;另一方面也继承了传统蒙学融识字教育、知识教育、思想教育于一体的经验。本文梳理和分析民国识字教学变革、发展的历史脉络与基本特点,探寻一些识字教学的共同规律,总结历史经验与教训,以史为鉴,促进当代基础教育中识字教学的发展。在叙述民国小学识字教学发展概貌的基础上分析小学阶段语文教材的识字因素,探究教师实际识字教学的特点,最后试图挖掘民国识字教学中存在的问题以及对当代的启示。论文主要由六部分构成。绪论部分对选题缘由及意义、关于识字教学的已有研究成果等做了简要的叙述,并介绍了本文研究思路和研究方法以及研究的重难点。第一部分:民国小学识字教学的发展概况。以时间发展顺序论述了民国识字教材的发展。民国识字教材渐渐演变成为国文、国语白话文教材,注重拼音识字,注重儿童经验,采用分散识字方法,从句子开始识字,识字、阅读并进,将小学生所需识的生字分散到大量课文中。第二部分:民国小学语文识字教材分析。首先探讨教材识字形式的演变,主要包括注音字母到国语罗马字再到拉丁化新文字的识字工具;文言文识字到白话文识字的识字载体;从天到人识字的识字内容;随文识字的识字形式。其次分析教材中体现的识字方法。论文重点论述了反复识字、故事识字、经验识字、看图识字、分散识字这五种方法。小学语文教材的选取注重儿童的经验,多选取儿童身边熟悉的场景,利用图画识字或在故事中识字,生字前后重复,以此帮助学生学习汉字。第三部分:民国小学语文识字教学分析。首先论述音、形、义的教学,其次分析识字教学过程,教学过程注重后摘法,文章教学先于识字教学;识字教学分为预备示范等五个阶段,且在具体教学中总结出了卡片、游戏等识字方法。探究民国对于识字教学的音、形、义三要素的构建以及小学教师进行音、形、义识字教学的方法,分析识字教学课堂的程序,并从识字教学中的挖掘师生关系的变化。民国识字教学过程逐渐重视儿童经验,教学过程中能体现出师生角色的逐渐转变,体现出以人为本的教学理念。第四部分:论述了民国识字教学中存在的问题。民国小学识字采用认写同步的形式。认写同步加大了识字难度,造成学生识字量的相对减少,不能最大限度开发识字能力。教师在识字教学过程中过于注重教授的旨趣,忽视学生对生字的笔画掌握,造成学生错字、别字现象频发。其次,识字教学没能把握住“继往开来”,借鉴与创新。没能继承传统教育的集中识字,对国外识字教学的借鉴上又有些粗糙,浮于表面。识字教学的引入要从国情出发,符合教学改革实际。虽然民国小学识字教学存在一些问题,但是其改革和创新为现代识字教学打下坚实基础。第五部分:民国小学识字教学对当代识字教学的启示。通过分析民国小学识字教学的问题与进步,观照当代识字教学的发展,总结概括对当代的启示。
[Abstract]:"Literacy is the basis for literacy", literacy is the basis of reading and writing, and it is also the basis for children to learn the cultural knowledge of various subjects. Therefore, in the previous reform of Chinese teaching, educators have paid great attention to the problem of literacy. The reform of literacy teaching has always been a very important content. On the other hand, it inherits the experience of the traditional Mongolian language education, knowledge education and ideological education. This article combs and analyzes the reform of the teaching of literacy in the Republic of China, the historical context and basic characteristics of the development of the Republic of China, and explores some teaching of literacy. The common law, summing up historical experience and lesson, taking history as a mirror, promoting the development of literacy teaching in contemporary basic education. On the basis of narrating the outline of the development of literacy teaching in the primary school of the Republic of China, this paper analyzes the literacy factors of the Chinese Textbooks in primary schools, explores the special points of the teaching of teachers' actual literacy, and finally tries to excavate the existence of the teaching of literacy in the Republic of China. The paper mainly consists of six parts. The thesis is mainly composed of six parts. The introduction gives a brief account of the origin and significance of the topic, the existing research achievements on literacy teaching and so on, and introduces the research ideas and research methods as well as the heavy difficulties in the study. The development of the literacy teaching materials in the Republic of China is discussed in the order of the Republic of China. The literacy teaching materials in the Republic of China gradually evolved into national and Mandarin language textbooks, paid attention to Pinyin literacy, paid attention to children's experience, adopted the method of scattered literacy, began to read, read and read from sentences, and spread the students' knowledge of the characters to a large number of texts. The second part: primary school language in the Republic of China Analysis of text literacy teaching materials. First, it discusses the evolution of the form of literacy, mainly including the phonetic alphabet to the language tool of the language of Rome and the new Latin characters; the literate literate of literate literate to the vernacular literacy; the literacy of literate from heaven to human literacy; the literate form of literate with the text. Secondly, it analyzes the literacy methods embodied in the textbooks. The thesis focuses on the five methods of repeated literacy, story literacy, experience literacy, literacy and literacy. The selection of primary school Chinese textbooks focuses on children's experience, selects the familiar scenes of children, read words or read words in stories, and repeats them to help students learn Chinese characters. The third part: the Republic of China: the Republic of China Study the teaching analysis of Chinese literacy teaching. First, it discusses the teaching of phonetic, form and meaning. Secondly, it analyzes the teaching process of literacy, the teaching process pays attention to the post picking, the article teaching is preceded by the literacy teaching, the literacy teaching is divided into five stages, such as the preparatory demonstration and so on, and in the concrete teaching, it sums up the cards, games and other literacy methods, and explores the pronunciation of the literacy teaching in the Republic of China. The construction of the three elements and the methods of the primary school teachers in the teaching of pronunciation, shape and meaning, analyze the procedures of the teaching of literacy and the changes in the relationship between teachers and students from the teaching of literacy. The process of literacy teaching in the Republic of China gradually attaches importance to children's experience, and the gradual transformation of the role of teachers and students can be reflected in the teaching process, and the teaching of people based on people is embodied. The fourth part: the problem of literacy teaching in the Republic of China is discussed in the Republic of China. The literacy of primary schools in the Republic of China adopted the form of recognition and synchronization. The recognition and writing synchronization increased the difficulty of literacy, resulting in the relative reduction of students' literacy and the ability to develop literacy to the maximum. The mastery of the calligraphy has caused the students to do the wrong words, and the other characters are frequent. Secondly, the teaching of literacy can not hold "the past and the future", and can not inherit the centralized literacy of the traditional education. The learning of literacy in foreign countries is a bit rough and floating on the surface. The introduction of literacy teaching should be from the national conditions and the practice of teaching reform. Although the teaching reform is in line with the actual teaching reform, although the practice of teaching reform is in line with the practice of teaching reform, although the people are in accordance with the practice of teaching reform. There are some problems in the teaching of literacy in primary schools, but the reform and innovation have laid a solid foundation for the modern literacy teaching. The fifth part: the Enlightenment of the literacy teaching in primary schools in the Republic of China to the contemporary literacy teaching.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.22

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