【作者】 王晶；

【导师】 顾志跃；

【作者基本信息】 华东师范大学 ， 学科教学， 2011， 硕士

【摘要】 众所周知,识字教学在语文教学中处于十分重要的基础地位,因为字、词是人们阅读与写作的基本语言元素。然而汉字的识字教学,由于其一字一音一形一义,音、形、义三者之间的复杂组合搭配,学起来难度很大,让教的人十分头疼。小学生的有效识字更是小学语文教师难以跨越的一道坎。小学阶段是学生学习语言的基础阶段,汉字学不好,对于以后的阅读写作、后继学习、工作生活都会造成极大的困难。所以许多教师和学者都在关注与研究小学阶段的识字教学。然而,目前的小学生识字教学情况并不让人乐观,学生的“识字回生”率较高,并已经直接影响到了他们的阅读写作与后继学习。据笔者调查发现,造成小学生“识字回生”率较高的主要原因是：第一,现行小学语文课本采用选文制编写,以文章的内容与思想性作为主要的选文依据,忽视了识字教学对汉字的音、形、义合一操练和读写重现率的要求。第二,教师教授汉字的方法简单,许多小学语文教师并不把识字作为语文课教学的最主要内容予以关注与重视,而是把主要精力放在课文解读上,对生字只是简单地拼读操练,以让学生抄写作为记忆的主要手段,大大降低了学生识字的兴趣。第三,小学生的认知方式、写字能力、学习习惯以及家庭、社会等因素的影响。所以,笔者决定以小学三年级的学生为例,对“识字回生”现象进行研究。首先通过问卷测试调查,了解小学生“识字回生”的现状。如小学生“识字回生’字的比例与类型,“识字回生”现象的表现特征等。然后根据问卷提供的信息,找到小学生“识字回生”的主要原因,大致可以包括以下五个方面：教师教学方式、汉字自身、学生的认知与学习习惯、教材、家庭与社会。首先是教师的教学方式,教师上新课时是如何教授汉字的,有没有进行音、形、义三者的融合教学与操练；有没有经常对学生学过的汉字进行读写复习；学生出现错别字时又是怎么样对待的。汉字自身方面主要是从学生需要学习的汉字数量,常用性,音、形、义统整认识的难度等角度来研究。学生维度则从小学生的认知方式、写字能力,以及教师倡导的学习方式与习惯培养角度来分析。教材方面比较与研究了上海版小学语文教材的汉字出现数量、频率、分布与重现程度。最后,从家庭与社会的角度来分析影响小学生“识字回生”的原因。根据这些原因,提出了降低小学生“识字回生”率的有效策略。主要包括：教师在教生字时要穿插音、形、义的融合教学,每隔一段时间可以对学过的生字进行音、形、义的综合训练,要改变识字教学的方式,增加其趣味性,帮助学生采用识字卡片、多媒体等,调整教材中的识字量与重现率等等。通过本文,希望引起有关人员对小学生“识字回生”现象的重视,让更多的教师和专家来研究如何有效地遏制小学生的“识字回生”。更多还原

【Abstract】 As we all know, in language teaching literacy teaching in a very important foundation, because the word, the word is that people reading and writing basic language elements. However, the literacy teaching of Chinese characters, because of its shape of a word a meaning of a sound, sound, form, meaning the complex mix and match between the three, making learning very difficult to teach people is a headache. Effective primary school language teachers in primary literacy is an insurmountable hurdle. Primary school students the basic stage of learning a language, not learn Chinese characters, reading and writing for the future, follow-up study, work, life will cause great difficulties. So many teachers and scholars are concerned about the literacy and study primary school teaching.Howerer, the current literacy teaching primary school students is not cause for optimism, the students "literacy regenerative" higher and has a direct impact on their reading, writing and follow-up study. According to the author found that result in students "literacy regenerative" The main reason is the higher rate:First, the primary language textbooks written by the system selected articles to the article content and ideological basis of the text as the primary election, ignoring the teaching of literacy character of the sound, form, meaning one drills and reproduce the rate of reading and writing requirements. Second, teachers to teach simple Chinese characters, many primary school language teachers are not teaching the language of literacy as the main content of attention and attention, but rather to focus on reading of the text, simply spelling of vocabulary practice to allow students to copy as the primary means of memory, significantly reducing the interest of students literacy. Third, the primary cognitive style, writing ability, study habits, and family and social factors.So, I decided to students in third grade, for example, the "literacy retrogradation" phenomena. First, test the questionnaire survey to primary school students "literacy resuscitation" status quo. If students "literacy resuscitation," the proportion and type the word "literacy resuscitation" in the performance characteristics. Then the information provided in the questionnaire, to find students "literacy retro gradation" the main reason, roughly including the following five areas:teaching methods, their characters, the cognitive and learning habits of students, teaching materials, family and society. First, the teaching methods of teachers, teachers how to teach a new class of Chinese characters is there no sound, form, meaning the integration of teaching and practicing the three; students have often learned to read and write Chinese characters Review; students appear typos how about time for the treated. Character itself is done mainly from the number of students need to learn the Chinese characters commonly used sex, sound, form, meaning the difficulty of integrating knowledge of angles to study. Primary school students from the cognitive style dimension, writing ability, as well as teachers and advocates of learning habits angle. Comparison of teaching materials and primary language of the Shanghai version of the number of teaching Chinese characters appear, frequency, distribution and reproduction level. Finally, from the perspective of family and society to analyze the causes of primary school literacy. Based on these reasons, the proposed lower primary school students "retrogradation rate of literacy," an effective strategy. Include:teachers when teaching vocabulary interspersed sound, form, meaning the integration of teaching, from time to time vocabulary can be learned to tone, form, meaning the comprehensive training, a way to change the teaching of literacy and increase their interest to help students with literacy cards, multimedia and so on, adjust the volume of material and reproduce in the literacy rate and so on.In this article, I hope to arouse the people of primary school students"literacy resuscitation," the phenomenon of attention, so that more teachers and experts to study how to effectively curb the pupils of the "literacy resuscitation."更多还原