基于汉字造字理据的识字教学的策略研究
发布时间：2018-10-19 15:28
【摘要】：由2001年颁布的《语文新课程标准》中明确提出应该特别关注汉语言文字的特点对学生识字写字、阅读、写作、口语交际和思维发展等方面的影响。汉字是表意性文字,是音、形、义三位一体的方块字,汉字本身所具备的造字理据是其内在的科学规律。字理识字教学就是将汉字的构字理据融入语文识字教学的教学方法,它不仅能帮助学生扎实有效地学习语言文字知识,而且能帮助学生形成解析文字的自主学习能力。因而,基于汉字造字理据的字理教学势必会对当今语文识字教学产生积极的借鉴意义与价值。本论文共分六个章节。第一章从研究背景、目的意义、研究进展等角度出发,简要介绍了字理教学的发展历程,并简要概括识字教学现状中因教师缺乏字理基础,导致识字教学现状不理想的情况。第二章对“识字教学”和“汉字理据”进行了概念界定,并阐述字理识字教学的理论基础及在字理识字教学的必要性。第三章通过广西及上海地区的调研分析,尝试寻找上海地区学生汉字使用错误率高的因素,分析上海地区学校在识字教学中未使用字理教学的原因。第四章基于课堂实践,详细介绍基于汉字理据的识字教学实践。首先,介绍字理教学资源开发的多种途径;其次,结合语文课程标准和字理识字教学的特点从生活中了解字理、故事中认识字理、课堂中学习字理这三个角度阐述语文课堂实践活动。第五章结合语文课程标准和字理教学的特点阐述字理识字教学在独体字教学、合体字教学及易错字教学三方面的教学策略。分别为“溯源——对照”牢记独体字,“分解——组合”巧学合体字,“比较——理解”辨析易错字;最后,提出字理教学在识字教学中应注意的问题。第六章结合教学实践总结了针对汉字理据的识字教学在小学语文教学中的实施效果,分别为:夯实汉字音形义学习的基础;提高汉字使用的准确性;积累丰富的汉字学文化;提升内在语文素养。同时,分析了在实施过程中存在的问题和应采取的措施,以及对这一新课题的展望。
[Abstract]:According to the New Curriculum Standards of Chinese issued in 2001, special attention should be paid to the influence of the characteristics of Chinese characters on students' writing, reading, writing, oral communication and the development of thinking. Chinese characters are ideographic characters, which is a trinity of sound, form and meaning. The teaching of word theory is a teaching method that integrates the motivation of Chinese character construction into Chinese character teaching. It can not only help the students to learn the knowledge of language and characters effectively, but also help students to form the autonomous learning ability of analyzing the characters. Therefore, the teaching of Chinese characters based on the motivation of Chinese character making is bound to have positive reference significance and value for today's Chinese literacy teaching. This thesis is divided into six chapters. The first chapter briefly introduces the development course of word teaching from the perspective of research background, purpose significance and research progress, and briefly summarizes the situation that the present situation of literacy teaching is not ideal because teachers lack the foundation of words and principles. The second chapter defines the concepts of "Literacy Teaching" and "motivation of Chinese characters", and expounds the theoretical basis of the teaching of Chinese characters and the necessity of teaching them. Through the investigation and analysis of Guangxi and Shanghai, the third chapter tries to find out the factors of high error rate of using Chinese characters among the students in Shanghai, and analyzes the reasons why the teaching of words and principles is not used in the teaching of Chinese characters in schools in Shanghai. Chapter four, based on classroom practice, introduces the literacy teaching practice based on the motivation of Chinese characters in detail. First of all, it introduces various ways to develop the teaching resources of words and principles. Secondly, combining with the Chinese curriculum standards and the characteristics of the teaching of words and principles, we can understand the words and principles from our life, and understand the words and principles in the stories. This paper expounds the practical activities of Chinese classroom from the three angles of learning words and principles in class. The fifth chapter expounds the teaching strategies of Chinese character teaching in three aspects: the single character teaching, the integrated character teaching and the easy error-prone teaching combining with the Chinese curriculum standards and the characteristics of word teaching. They are respectively "traceability-contrast", "decomposition-combination" to learn the combined characters skillfully, and "comparison-understanding" to distinguish and analyze the easily wrong characters, and finally, points out the problems that should be paid attention to in the teaching of word science in the teaching of Chinese characters. The sixth chapter summarizes the implementation effect of Chinese character motivation teaching in primary school Chinese teaching, which are as follows: tamp the foundation of Chinese phonetic meaning learning, improve the accuracy of Chinese character use, accumulate rich Chinese character learning culture; Improve the internal Chinese literacy. At the same time, the existing problems and measures in the process of implementation are analyzed, as well as the prospect of this new subject.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.22
本文编号：2281548
[Abstract]:According to the New Curriculum Standards of Chinese issued in 2001, special attention should be paid to the influence of the characteristics of Chinese characters on students' writing, reading, writing, oral communication and the development of thinking. Chinese characters are ideographic characters, which is a trinity of sound, form and meaning. The teaching of word theory is a teaching method that integrates the motivation of Chinese character construction into Chinese character teaching. It can not only help the students to learn the knowledge of language and characters effectively, but also help students to form the autonomous learning ability of analyzing the characters. Therefore, the teaching of Chinese characters based on the motivation of Chinese character making is bound to have positive reference significance and value for today's Chinese literacy teaching. This thesis is divided into six chapters. The first chapter briefly introduces the development course of word teaching from the perspective of research background, purpose significance and research progress, and briefly summarizes the situation that the present situation of literacy teaching is not ideal because teachers lack the foundation of words and principles. The second chapter defines the concepts of "Literacy Teaching" and "motivation of Chinese characters", and expounds the theoretical basis of the teaching of Chinese characters and the necessity of teaching them. Through the investigation and analysis of Guangxi and Shanghai, the third chapter tries to find out the factors of high error rate of using Chinese characters among the students in Shanghai, and analyzes the reasons why the teaching of words and principles is not used in the teaching of Chinese characters in schools in Shanghai. Chapter four, based on classroom practice, introduces the literacy teaching practice based on the motivation of Chinese characters in detail. First of all, it introduces various ways to develop the teaching resources of words and principles. Secondly, combining with the Chinese curriculum standards and the characteristics of the teaching of words and principles, we can understand the words and principles from our life, and understand the words and principles in the stories. This paper expounds the practical activities of Chinese classroom from the three angles of learning words and principles in class. The fifth chapter expounds the teaching strategies of Chinese character teaching in three aspects: the single character teaching, the integrated character teaching and the easy error-prone teaching combining with the Chinese curriculum standards and the characteristics of word teaching. They are respectively "traceability-contrast", "decomposition-combination" to learn the combined characters skillfully, and "comparison-understanding" to distinguish and analyze the easily wrong characters, and finally, points out the problems that should be paid attention to in the teaching of word science in the teaching of Chinese characters. The sixth chapter summarizes the implementation effect of Chinese character motivation teaching in primary school Chinese teaching, which are as follows: tamp the foundation of Chinese phonetic meaning learning, improve the accuracy of Chinese character use, accumulate rich Chinese character learning culture; Improve the internal Chinese literacy. At the same time, the existing problems and measures in the process of implementation are analyzed, as well as the prospect of this new subject.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.22
【参考文献】
相关期刊论文 前10条
1 喻志娟;;说文与解字——小学识字教学中的文化观[J];学周刊;2015年20期
2 莫锦武;;探寻汉字真谛 提升识字教学效益——浅谈运用字理识字的作用[J];学子(教育新理念);2014年20期
3 邱斌;;创设情境,营造个性飞扬的字理课堂[J];少年儿童研究;2013年20期
4 徐艳;;融合——汉字教学之道[J];七彩语文(教师论坛);2013年10期
5 王宁;;我与中国传统语言文字学[J];中国教师;2013年19期
6 孟丽艳;;繁华落尽见真淳——浅谈低年级语文识字与阅读教学[J];学周刊;2013年18期
7 莫相群;;字理教学 彰显魅力[J];小学教学参考;2013年25期
8 冉丽萍;;字理识字在语文教学中的运用及作用[J];科学咨询(科技·管理);2013年02期
9 吴瑞霞;;在感悟汉字的魅力中,提高识字教学质量[J];课程教育研究;2013年01期
10 杨健;;浅谈字理在小学语文识字教学中的运用[J];学理论;2012年23期
相关硕士学位论文 前9条
1 李宛睿;以字源识字法为主导的小学低年级识字教学探究[D];贵州师范大学;2015年
2 李岐;解字析词一字理解析在语文教学中的应用探究[D];陕西师范大学;2015年
3 冯燕;技术支持下的小学字理识字教学研究与实践[D];广西师范大学;2015年
4 程晓红;以字理为基础的小学低年级识字教学研究[D];首都师范大学;2014年
5 殷盛雯;中学语文教学中的汉字字理教学研究[D];湖南师范大学;2013年
6 熊春花;对外汉语同音易混字教学研究[D];湘潭大学;2013年
7 李颜清;小学低年级字理识字教学的现状与改进策略研究[D];东北师范大学;2012年
8 陈姝;现代汉语常用字形近字研究[D];辽宁师范大学;2012年
9 徐贞;古代识字教学与小学语文新课程识字教学对比研究[D];重庆师范大学;2009年
，本文编号：2281548
本文链接：https://www.wllwen.com/jiaoyulunwen/xiaoxuejiaoyu/2281548.html
