小学汉语拼音的有效教学研究

发布时间：2018-09-02 07:44

【摘要】：汉语拼音是识字、学习普通话、阅读以及写作的有效工具。汉语拼音是小学语文最先教学的内容,因其字母符号的形状抽象而很难被六七岁的孩子接受。而拼音学习的效果会对学生后期的语文学习产生很大的影响,甚至还起着决定性的作用,因此,拼音教学的研究对于语文课程教学研究来说有重大意义。语文教学改革历经多年的发展,取得了一定的成绩,但是汉语拼音教学改革的效果却不尽如人意,仍存在形式化、低效化的现状。拼音教学过程中,教师教得累、学生学得苦、教学效果差、社会反映大、研究突破难的现状长期以来一直困扰着教育者和学习者。究其原因,主要是因为部分学校教师的素质差,英语学习带来的干扰,教学内容设计陈旧,教学反馈不及时以及社会使用欠规范造成的。为了解决目前小学汉语拼音教学低效甚至无效的现实困境,笔者以罗杰斯的人本主义学习理论和施瓦布的实践性课程开发理论为指导,遵循整合三维目标、体现学生主体、提升学生层次、预设与生成的统一等“有效教学”原则,充分借鉴国内众多一线小学语文教师的汉语拼音教学经验和大批教育学家、心理学家、语言学家的研究成果,并结合笔者多年的教学实践,提出了提高小学汉语拼音教学有效性的策略:提升教师的语言素质;深入理解教学目标;合理安排教学内容;科学优化教学过程。科学优化教学过程方面,又提出可以从七个方面入手:运用直观手段,突破发音难点;引入课堂游戏,激发语言思维;运用现代媒体,掌握拼读技巧;紧密联系实际,教学回归生活;消除方言障碍,追求发音纯正;渗入人文教育,加深拼音记忆;结合古诗古韵,巩固发音规律。多年的教学实践探索与研究表明,采用以上策略与方法,可以突破小学汉语拼音教学的“瓶颈”,实现小学汉语拼音教学由低效向高效的转化。
[Abstract]:Pinyin is an effective tool for literacy, learning Mandarin, reading and writing. Hanyu Pinyin is the first teaching content of Chinese in primary school. It is difficult to be accepted by six or seven-year-old children because of the abstract shape of its alphabet. The effect of pinyin learning will have a great impact on the students' later language learning, and even play a decisive role. Therefore, the study of Pinyin teaching is of great significance to the study of Chinese course teaching. After many years of development, Chinese teaching reform has made some achievements, but the effect of Chinese phonetic teaching reform is not satisfactory, there is still a formal, inefficient status quo. In the process of pinyin teaching, the teachers are tired, the students learn hard, the teaching effect is poor, the social reflection is big, the research breakthrough difficult situation has been puzzling educators and learners for a long time. The reasons are mainly due to the poor quality of some school teachers, the interference of English learning, the outdated design of teaching content, the lack of timely teaching feedback and the lack of standardization in social use. In order to solve the practical dilemma of inefficient or ineffective Chinese phonetic teaching in primary schools, the author, guided by Rogers' humanistic learning theory and Schwab's practical curriculum development theory, follows the three dimensional goal of integration and embodies the students' main body. To promote the students' level, the unity of presupposition and generation, and so on "effective teaching" principle, to draw lessons from the Chinese phonetic teaching experience of many primary school Chinese teachers in China and the research results of a large number of educators, psychologists and linguists. Combined with the author's teaching practice for many years, the author puts forward some strategies to improve the effectiveness of Chinese phonetic teaching in primary schools: improving the teachers' language quality, understanding the teaching objectives deeply, arranging the teaching contents reasonably, and optimizing the teaching process scientifically. In order to optimize the teaching process scientifically, it is put forward that we can start from seven aspects: using intuitive means to break through the difficulty of pronunciation; introducing classroom games to stimulate language thinking; using modern media to master spelling skills; connecting closely with reality. The teaching returns to life; eliminates the dialect barrier, pursues the pronunciation pure; infiltrates the humanities education, deepens the pinyin memory; unifies the ancient poem ancient rhyme, consolidates the pronunciation rule. Years of teaching practice and research show that the above strategies and methods can break through the "bottleneck" in the teaching of Pinyin in primary schools, and realize the transformation from low efficiency to high efficiency in the teaching of Chinese phonetic alphabet in primary schools.
【学位授予单位】：湖南科技大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.21

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