【摘要】：2009年3月,教育部、國家語言文字工作委員會發(fā)布了《現(xiàn)代常用獨(dú)體字規(guī)范》(GF0013-2009)這一文件。該規(guī)范規(guī)定了現(xiàn)代漢字中256個(gè)常用的獨(dú)體字,給出了《現(xiàn)代常用獨(dú)體字表》,并表示“該規(guī)范適用于識字教育、辭書編纂”,實(shí)際上更多地是應(yīng)用于小學(xué)識字教育領(lǐng)域。但這份規(guī)范性字表中所收的256個(gè)常用獨(dú)體字卻在學(xué)界備受爭議。與此同時(shí)發(fā)布的另一規(guī)范《現(xiàn)代常用字部件及部件名稱規(guī)范》(GF0014-2009),通過分析3500個(gè)常用漢字,給出了311個(gè)《常用成字部件表》。獨(dú)體字與基礎(chǔ)成字部件的關(guān)系十分契合,二者概念大致相同,適用領(lǐng)域相同,但卻有著57個(gè)字的差異,這其中存在諸多矛盾之處。對于獨(dú)體字的界定和收字標(biāo)準(zhǔn),學(xué)界歷來頗多差異,各家所歸納的獨(dú)體字表紛繁不一,收字上也有很大出入。針對小學(xué)識字教學(xué),如何分析并確定現(xiàn)代常用獨(dú)體字,如何根據(jù)小學(xué)生學(xué)習(xí)認(rèn)知心理制定合理的獨(dú)體字規(guī)范,如何根據(jù)獨(dú)體字原理開展小學(xué)低年級漢字教學(xué)成為本文需要解決的主要問題。本文針對國家出臺的幾個(gè)有關(guān)獨(dú)體字的規(guī)范和獨(dú)體字教學(xué)兩方面展開研究。論文首先對《現(xiàn)代常用獨(dú)體字規(guī)范》和《現(xiàn)代常用部件及部件名稱規(guī)范》進(jìn)行對比分析,理清其矛盾所在和形成原因,然后以2013年國務(wù)院發(fā)布的《通用規(guī)范漢字表》中的一級常用字表為收字范圍,在漢字構(gòu)形系統(tǒng)理論的指導(dǎo)下,針對小學(xué)識字教學(xué),分析3500個(gè)現(xiàn)代常用漢字中的獨(dú)體字。并以此為基礎(chǔ),分析統(tǒng)計(jì)《新課標(biāo)》(人教版)小學(xué)語文教材1-6年級課本所有生字中獨(dú)體字的分布情況以及構(gòu)字狀況,為獨(dú)體字的教學(xué)提出參考意見。
[Abstract]:In March 2009, the Ministry of Education, the National working Committee on languages and characters, issued the document GF0013-2009. This specification stipulates 256 common single characters in modern Chinese characters, and gives the list of modern common single characters, and expresses that "this standard is applicable to literacy education and lexicography", in fact, it is more applied in the field of primary school literacy education. However, 256 commonly used monographs in this normative list are controversial in academic circles. At the same time, another specification, GF0014-2009, is published. By analyzing 3500 common Chinese characters, a list of common character components is given. The relationship between monographs and basic characters is very consistent. The two concepts are roughly the same and the fields of application are the same, but there are 57 different characters, among which there are many contradictions. There are many differences in the definition and standard of single-type characters in academic circles. In view of the teaching of primary school literacy, how to analyze and determine the common characters used in modern times, and how to make reasonable individual character standard according to the pupils' cognitive psychology, How to carry out the teaching of Chinese characters in the lower grade of primary school according to the principle of single character has become the main problem to be solved in this paper. In this paper, the state issued several standardised and single-type teaching two aspects of the study. Firstly, this paper makes a comparative analysis of "Modern Common single character Standard" and "Modern Common parts and parts name Specification", and clarifies the contradiction and the reasons for its formation. Then, based on the first class regular character table published by the State Council in 2013, under the guidance of the Chinese character configuration system theory, this paper analyzes the single type characters in 3500 Chinese characters in common use in primary school teaching under the guidance of the theory of Chinese character configuration system. On the basis of this, this paper analyzes the distribution and construction situation of all the characters in primary school Chinese textbooks in grades 1-6 of the New Curriculum Standard, and puts forward some suggestions for the teaching of single-type characters.
【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.22

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