發(fā)布時(shí)間：2018-10-19 15:28

【摘要】：由2001年頒布的《語文新課程標(biāo)準(zhǔn)》中明確提出應(yīng)該特別關(guān)注漢語言文字的特點(diǎn)對(duì)學(xué)生識(shí)字寫字、閱讀、寫作、口語交際和思維發(fā)展等方面的影響。漢字是表意性文字,是音、形、義三位一體的方塊字,漢字本身所具備的造字理據(jù)是其內(nèi)在的科學(xué)規(guī)律。字理識(shí)字教學(xué)就是將漢字的構(gòu)字理據(jù)融入語文識(shí)字教學(xué)的教學(xué)方法,它不僅能幫助學(xué)生扎實(shí)有效地學(xué)習(xí)語言文字知識(shí),而且能幫助學(xué)生形成解析文字的自主學(xué)習(xí)能力。因而,基于漢字造字理據(jù)的字理教學(xué)勢(shì)必會(huì)對(duì)當(dāng)今語文識(shí)字教學(xué)產(chǎn)生積極的借鑒意義與價(jià)值。本論文共分六個(gè)章節(jié)。第一章從研究背景、目的意義、研究進(jìn)展等角度出發(fā),簡要介紹了字理教學(xué)的發(fā)展歷程,并簡要概括識(shí)字教學(xué)現(xiàn)狀中因教師缺乏字理基礎(chǔ),導(dǎo)致識(shí)字教學(xué)現(xiàn)狀不理想的情況。第二章對(duì)“識(shí)字教學(xué)”和“漢字理據(jù)”進(jìn)行了概念界定,并闡述字理識(shí)字教學(xué)的理論基礎(chǔ)及在字理識(shí)字教學(xué)的必要性。第三章通過廣西及上海地區(qū)的調(diào)研分析,嘗試尋找上海地區(qū)學(xué)生漢字使用錯(cuò)誤率高的因素,分析上海地區(qū)學(xué)校在識(shí)字教學(xué)中未使用字理教學(xué)的原因。第四章基于課堂實(shí)踐,詳細(xì)介紹基于漢字理據(jù)的識(shí)字教學(xué)實(shí)踐。首先,介紹字理教學(xué)資源開發(fā)的多種途徑;其次,結(jié)合語文課程標(biāo)準(zhǔn)和字理識(shí)字教學(xué)的特點(diǎn)從生活中了解字理、故事中認(rèn)識(shí)字理、課堂中學(xué)習(xí)字理這三個(gè)角度闡述語文課堂實(shí)踐活動(dòng)。第五章結(jié)合語文課程標(biāo)準(zhǔn)和字理教學(xué)的特點(diǎn)闡述字理識(shí)字教學(xué)在獨(dú)體字教學(xué)、合體字教學(xué)及易錯(cuò)字教學(xué)三方面的教學(xué)策略。分別為“溯源——對(duì)照”牢記獨(dú)體字,“分解——組合”巧學(xué)合體字,“比較——理解”辨析易錯(cuò)字;最后,提出字理教學(xué)在識(shí)字教學(xué)中應(yīng)注意的問題。第六章結(jié)合教學(xué)實(shí)踐總結(jié)了針對(duì)漢字理據(jù)的識(shí)字教學(xué)在小學(xué)語文教學(xué)中的實(shí)施效果,分別為:夯實(shí)漢字音形義學(xué)習(xí)的基礎(chǔ);提高漢字使用的準(zhǔn)確性;積累豐富的漢字學(xué)文化;提升內(nèi)在語文素養(yǎng)。同時(shí),分析了在實(shí)施過程中存在的問題和應(yīng)采取的措施,以及對(duì)這一新課題的展望。
[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.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.22

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