【作者】 张敏；

【导师】 杨吉华；

【作者基本信息】 云南师范大学 ， 课程与教学论， 2020， 硕士

【摘要】 汉字的识记和书写是阅读和写作的前提,小学一年级识字教学的成效对学生今后的学习发展至关重要。在2017年,中国开始全面使用统编版教科书。统编版小学语文一年级教科书调整了汉语拼音的学习顺序,先进行识字教学,再学习汉语拼音。新的教科书对广大小学语文教师提出了新的要求。汉字作为表意文字,其独有的构字特点蕴含着中华文化,利用汉字的构字特点进行识字教学,能帮助学生培养识字能力,感受汉字形体美和认识中华文化。本研究从义务教育语文课程的总体目标和学段目标两个方面具体分析《义务教育语文课程标准(2011年版)》中的识字与写字内容,发现《义务教育语文课程标准(2011年版)》强调不仅要重视汉字的语用价值,还要发挥它的培养思维能力和培养民族文化认同感的更高功能。本研究选取统编版小学语文一年级上、下册教科书的识字内容作为研究对象,得出统编版小学语文一年级教科书的识字内容编排特点有:强调利用汉字造字规律进行识字,强调积累识字方法,强调养成良好的识字写字习惯,突出识字的语用价值。基于东汉学者许慎的“六书”理论,依托汉字的构字原理,将统编版小学语文一年级上、下册教科书的识字内容划分为象形、形声、会意、指事四种类型,并对每一类型的汉字依照结构特征或汉字含义进行归纳整理。根据一年级小学生在注意、观察和思维三个方面的认知心理特征,得出一年级小学教师在进行识字教学时应该做到:联系学生需要,使用生动形象的呈现方式,将汉字分组进行教学来引起和汇聚学生注意力;使用多种方式引导学生观察并逐渐养成有序观察的习惯;增加教具的使用、反复强化识字内容。在分析了识字目标、识字材料和学生特征的基础上,提出统编版小学语文一年级识字教学方法建议,并且提供教学方案设计尝试作为参考。象形字要联系图片与字形的特征,利用象形字的直观性进行教学;会意字要重点解释部件组合起来的含义,合理解读,加深学生对字形、字义的理解;指事字较少,教师要结合指事字的字源介绍中华文化,对比学习字形相近的指事字;形声字声旁相同、发音相近的要归类学习,声旁相同、发音不同的根据读音进行对比教学,形旁相同的可以汇总起来,揣摩形旁的本义,帮助学生举一反三,提高识字效率。特别的,亦声字是形声字兼会意字,要结合学生认知风格和教科书编排情况具体分析重、难点,再选取相应的教学方法。希望通过此项研究,整合统编版小学语文一年级识字内容,为教师归纳总结提供参考,鼓励教师学习汉字知识,提升自身的中华文化素养,丰富教师使用识字教学方法的思路,重视汉字文化教学,为学生后期学习奠定良好基础。更多还原

【Abstract】 The literacy and writing of Chinese characters are the prerequisites for reading and writing.The effectiveness of literacy teaching in the first grade of primary school is very important for students’ learning and development in the future.In 2017,China began to fully use the unified edition of textbooks.The unified edition of the first grade primary school Chinese textbooks has adjusted the learning order of Chinese Pinyin,teaching literacy first,and then learning Chinese pinyin.The new textbooks put forward new requirements for the majority of primary school Chinese teachers.Chinese characters are ideographic characters,and their unique character-building features contain Chinese culture.Taking advantage of character-building features of Chinese characters for literacy teaching is good for students develop literacy skills,experience the beauty of Chinese characters and understand Chinese culture.This study analyzes the contents of literacy and writing in the Curriculum Standard of compulsory education from two aspects.The overall goal and the learning stage goal.It is found that the Curriculum Standard emphasizes not only the pragmatic value of Chinese characters,but also its higher function of cultivating thinking ability and national cultural identity.This study selects the literacy content of the first-grade National uniform Chinese language textbooks as the research object,and draws the conclusion that the characteristics of the literacy content arrangement of the first grade primary school Chinese Textbooks in the unified edition are emphasizing the use of Chinese characters’ create rule,emphasizing the accumulation of literacy methods,training good literacy and writing habits,and highlighting the pragmatic value of literacy.Based on the theory of "Six Books" put forward by Shen Xu,who is a scholar of the eastern han dynasty,and relying on the principle of Chinese character’ construction,this paper divides the literacy contents of the first and second volumes of primary school Chinese textbooks into four types,pictographic characters,phonogram characters,associative compound characters and self-explanatory characters.Each type of Chinese characters is summarized according to their structural features or meanings.According to the cognitive psychological characteristics of primary school students in the first grade in three aspects of attention,observation and thinking,it is concluded that primary school teachers in the first grade requires,contact students’ needs,using vivid image presentation methods,group Chinese characters for teaching to attract and gather students’ attention;using various ways to guide students to observe and gradually develop the habit of orderly observation;increasing the use of teaching aids,and repeatedly strengthen literacy content.Based on the analysis of literacy objectives,literacy materials and students’ characteristics,this paper proposes a unified version of primary school Chinese literacy teaching method recommendations,and provides teaching scheme design as a reference.Pictographic characters should be connected with the characteristics of pictures and glyphs,and use the intuitiveness of pictographs to teach;associative compound characters should focus on explaining the meaning of the combination of components,reasonably interpreting and deepening the students’ understanding of glyphs and meanings;there are few self-explanatory characters,so teachers should introduce Chinese culture in combination with the source of self-explanatory characters,and compare self-explanatory characters with similar glyphs;phonogram characters with the same pronunciation and similar pronunciation should be classified for learning,and the sounds with the same pronunciation and different pronunciations should be compared and taught according to the pronunciation.Those with the same shape can be summed up to figure out the original meaning of the shape,so as to help students learn from each other and improve the efficiency of literacy.In particular,Yisheng characters are both phonogram and associative compound.It is necessary to analyze the key and difficult points in combination with students’ cognitive style and textbook arrangement,and then select the corresponding teaching methods.Through this research,I hope to integrate the literacy content of the first grade of primary school Chinese in a compiled version,provide a reference for teachers’ induction and summary,encourage teachers to learn Chinese characters,improve their own Chinese cultural literacy,enrich teachers’ thinking on using literacy teaching methods,attach importance to Chinese character culture teaching,and lay a good foundation for students’ later learning.更多还原