本文選題：字理 + 字理識(shí)字教學(xué)　； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：識(shí)字教學(xué)是小學(xué)語文教學(xué)的重要組成部分,學(xué)生掌握識(shí)字量的多少直接影響著語文及其他學(xué)科的學(xué)習(xí)。所以識(shí)字教學(xué)是小學(xué)語文教學(xué)的重點(diǎn)。2011年頒布的《義務(wù)教育語文課程標(biāo)準(zhǔn)》對(duì)學(xué)生提出了新的識(shí)字要求,不僅要求學(xué)生掌握一定的識(shí)字量,還要使學(xué)生理解漢字的意義,初步感受漢字的形體美,這就需要一種可以體現(xiàn)語文課程工具性與人文性的識(shí)字方法。字理識(shí)字是分析漢字字形、字音、字義之間的關(guān)系,并且以直觀的方式展現(xiàn)給學(xué)生。漢字具有表意功能,分析字理可以通過對(duì)漢字組構(gòu)的講解,使學(xué)生對(duì)漢字有更深入的了解,從而學(xué)習(xí)字理知識(shí)和漢字文化,引導(dǎo)學(xué)生自主學(xué)習(xí)生字,提高他們的識(shí)字效率。但是在實(shí)際教學(xué)中教師運(yùn)用字理教學(xué)時(shí),效果各異。選取濟(jì)南市某小學(xué)的12節(jié)教學(xué)課例為研究對(duì)象,利用文獻(xiàn)研究法,觀察法、訪談法和文本分析法,對(duì)教師運(yùn)用字理時(shí)的內(nèi)容把握、分析能力、方法運(yùn)用與教師對(duì)學(xué)生認(rèn)知特點(diǎn)的認(rèn)識(shí)上進(jìn)行分析研究,以發(fā)現(xiàn)教師在字理教學(xué)中存在的問題,從教師自身和外在探求原因,提出小學(xué)字理識(shí)字教學(xué)的改進(jìn)建議。在字理分析能力方面,教師存在難以歸類辨析,過渡講析字理,曲解造字理據(jù)和脫離文本語境的問題;在內(nèi)容把握上,教師引入字理范圍有限;在方法運(yùn)用上,靈活性欠佳,主要表現(xiàn)在字理方法運(yùn)用單一,字理方法運(yùn)用不當(dāng)?shù)葐栴};在對(duì)學(xué)生的把握上,教師忽略學(xué)生的認(rèn)知特點(diǎn)、已有知識(shí)儲(chǔ)備講解字理。通過訪談與課例分析我們發(fā)現(xiàn),導(dǎo)致教師在字理教學(xué)上出現(xiàn)問題的原因可以歸結(jié)為:教師缺乏字理分析參考資料;字理基本知識(shí)薄弱;傳統(tǒng)識(shí)字學(xué)業(yè)評(píng)價(jià)重量輕法;字理講析脫離學(xué)生實(shí)際。在此基礎(chǔ)上提出小學(xué)字理識(shí)字教學(xué)的改進(jìn)建議:因需定學(xué),豐富知識(shí);因字定量,合理選取;因型定法,區(qū)別對(duì)待;因生定度,講析字理。論文在小學(xué)字理識(shí)字教學(xué)的現(xiàn)狀上還缺乏深入分析。
[Abstract]:Literacy teaching is an important part of Chinese teaching in primary schools. How much students master the amount of literacy directly affects the study of Chinese and other subjects. Therefore, literacy teaching is the focus of Chinese teaching in primary schools. The Chinese Curriculum Standard for compulsory Education promulgated in 2011 puts forward new literacy requirements for students, which not only require students to master a certain amount of literacy, but also enable students to understand the significance of Chinese characters. To feel the beauty of Chinese characters, we need a literacy method which can embody the instrumentality and humanism of Chinese curriculum. Lexical literacy is the analysis of the relationship among Chinese characters' shapes, sounds and meanings, and is presented to students in an intuitive way. Chinese characters have the function of ideographic meaning. By explaining the structure of Chinese characters, the students can have a deeper understanding of Chinese characters, so that they can learn the knowledge of Chinese characters and Chinese characters culture, guide students to learn new characters independently and improve their literacy efficiency. But in the actual teaching, teachers use word teaching, the effect is different. This paper selects 12 teaching examples of a primary school in Jinan as the research object, using literature research method, observation method, interview method and text analysis method to grasp and analyze the content of teachers' use of word theory. Methods to analyze and study the cognitive characteristics of students with teachers in order to find out the problems existing in the teaching of words and principles, and to find out the causes from the teachers' own and external factors, and to put forward some suggestions for improving the teaching of characters and principles in primary schools. In terms of the ability of word analysis, teachers have some problems, such as difficulty in classifying and analyzing words and principles, misinterpretation of word-making motivation and disconnection from text context, limited scope of teachers' introduction of word theory in content assurance, and poor flexibility in the application of methods. It is mainly manifested in the single use of word method and improper use of word theory method, and in the understanding of students, teachers ignore the cognitive characteristics of students and have knowledge reserves to explain words and principles. Through interviews and case studies, we find that the causes of teachers' problems in word teaching can be attributed to: teachers' lack of reference materials for word analysis; The analysis of words and theories deviates from the reality of the students. On the basis of this, the author puts forward some suggestions for improving the teaching of Chinese characters in primary schools: learning by definition, enriching knowledge, quantification of characters, reasonable selection of characters, determination of factors and different treatment, and teaching and analyzing of words and principles due to their definite degree. The paper is lack of in-depth analysis on the present situation of the teaching of word and principle literacy in primary school.
【學(xué)位授予單位】：山東師范大學(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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