汉字的知识论意义及其教学策略研究
发布时间：2018-11-12 08:03
【摘要】：针对目前国内小学汉字课堂教师向学生输入符号性知识居多,逻辑性知识和价值性知识较少或者几乎没有这一问题,我们提出了汉字的知识论意义及其教学策略研究这一课题。本课题采用文献研究法、比较研究法等研究方法,指出汉字的知识论意义在知识和能力、精神与智慧之中,进而探讨汉字的教学策略。全文主要分五个部分。第一部分为“绪论”,这部分主要通过对知识的性质、结构、价值和汉字的性质、结构、价值来明确汉字的知识论意义。第二部分主要归纳出汉字教学存在意义不足、营养不良、过程丧失和价值残缺这四大问题,同时分析问题形成的原因:对汉字的产生、性质、结构、价值等方面认识不清和教学过程及方式上的实践偏差。第三部分从汉字的性质与特点、汉字的结构与要素、汉字的意义与价值来解析汉字的知识论意义。第四部分以汉字的知识论意义为基础,提出“虚实结合策略”、“整体性策略”、“丰富性策略”三大教学策略。第五部分主要包括研究结论、研究限制、研究反思与展望。
[Abstract]:In view of the problem that Chinese character classroom teachers in primary schools in our country input symbolic knowledge to students mostly, logic knowledge and value knowledge are little or little, we put forward the subject of knowledge theory significance and teaching strategy research of Chinese characters. In this paper, the author points out that the significance of knowledge theory of Chinese characters lies in knowledge and ability, spirit and wisdom, and then discusses the teaching strategy of Chinese characters. The full text is divided into five parts. The first part is "introduction", which clarifies the knowledge meaning of Chinese characters by means of the nature, structure, value and the nature, structure and value of Chinese characters. The second part mainly sums up the four problems of Chinese character teaching, such as insufficient meaning, malnutrition, loss of process and incomplete value. At the same time, it analyzes the causes of the problems: the generation, nature, structure of Chinese characters. Value and other aspects of unclear understanding and teaching process and practice deviation. The third part analyzes the knowledge meaning of Chinese characters from the nature and characteristics of Chinese characters, the structure and elements of Chinese characters, the significance and value of Chinese characters. The fourth part puts forward three teaching strategies on the basis of the knowledge meaning of Chinese characters: the strategy of combining reality with reality, the strategy of integrality and the strategy of richness. The fifth part mainly includes the research conclusion, the research restriction, the research reflection and the prospect.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2
本文编号：2326544
[Abstract]:In view of the problem that Chinese character classroom teachers in primary schools in our country input symbolic knowledge to students mostly, logic knowledge and value knowledge are little or little, we put forward the subject of knowledge theory significance and teaching strategy research of Chinese characters. In this paper, the author points out that the significance of knowledge theory of Chinese characters lies in knowledge and ability, spirit and wisdom, and then discusses the teaching strategy of Chinese characters. The full text is divided into five parts. The first part is "introduction", which clarifies the knowledge meaning of Chinese characters by means of the nature, structure, value and the nature, structure and value of Chinese characters. The second part mainly sums up the four problems of Chinese character teaching, such as insufficient meaning, malnutrition, loss of process and incomplete value. At the same time, it analyzes the causes of the problems: the generation, nature, structure of Chinese characters. Value and other aspects of unclear understanding and teaching process and practice deviation. The third part analyzes the knowledge meaning of Chinese characters from the nature and characteristics of Chinese characters, the structure and elements of Chinese characters, the significance and value of Chinese characters. The fourth part puts forward three teaching strategies on the basis of the knowledge meaning of Chinese characters: the strategy of combining reality with reality, the strategy of integrality and the strategy of richness. The fifth part mainly includes the research conclusion, the research restriction, the research reflection and the prospect.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2
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