优化小学语文低年级的识字教学
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摘要
识字是阅读和写作的基础,小学阶段又是培养、奠定良好的语文素养和人文精神的重要时期。在识字教学过程中,不仅要关注识字的数量与速度,更应关注识字的质量与兴趣,关注、挖掘汉字蕴含的人文素养,让学生初步领悟汉字的文化内涵,了解汉字所负载的文化思想、文化精神,接受民族传统思维方式的陶冶,提高文化品位。
作为低年级的学生,其识字数量的多少直接影响到学生阅读的时间,而提早进入阅读,又是学生学好语文的前提。然而,我们乌海市实验小学低年级的语文课堂识字教学中,还存在一些违背低年级学生身心发展和汉字学习特点的现象：比如忽视学生入学实际,教学预设片面；识字的方法单一,忽视了语文综合素养的培养；低年级语文的课本中形近字和同音字时常让学生混淆……这些都是我们学校低年级语文教师在识字教学中存在的困惑。作为一名一线教师,笔者希望通过自己对于低年级学生识字教学的有关经验和新的认识,结合前人提出的“六书”理论,在遵循汉字的构字规律和小学生心理认知特点的前提下,提出相应的解决策略和方法,进一步优化小学语文低年级的识字教学,希望为我们学校当下的小学识字教学建言献策,同时能对具体的低年级语文识字的教学工作产生一定的积极影响。
Literacy is the foundation of reading and writing, the stage of elementary school is very important for train and establish the good Chinese accomplishment and humanist spirit. In literacy teaching process, not only pay attention the quantity and speed of literacy, but also pay attention the quality of literacy. Attention and digging the humanities cultivated manners, Chinese characters contains let the students understand the cultural connotation, understand Chinese characters, the cultural ideology, culture load of spirit, accept the national traditional thinking mode and at the same time improving culture grade.
As a junior student, its literacy quantity directly affect students' reading time, while reading earlier is the premise of into the learn Chinese. However, in the process of literacy education in the junior experimental primary school in the city of wuhai, there exist some phenomenon, which is against a junior student physical and mental development and Chinese learning characteristic. Reduce the amount of literacy class, but increasing the amount; Ignore students' actual circumstance, while teaching the preset one-sided; The image of junior Chinese nearly words and homophones words often confuse; Literacy teaching grasp of the scale of the humanity and instrumental unsuitable; Blind expanded literacy quantity, but neglects the comprehensive quality of the training Chinese. These are our school lower grade language teachers in existing in the teaching of confusion. As a teacher, I hope that through for a junior student literacy teaching experience and understanding, combining previous puts forward the theory of "liushu", In the following characters constitutive word regularity and pupils' psychological cognitive characteristics premise, put forward the corresponding solving strategies and methods, and further optimization of primary language literacy education, and hope give some good advise for literacy teaching in our elementary school and produce certain positive impact for the work of Junior language literacy teaching.
作为低年级的学生,其识字数量的多少直接影响到学生阅读的时间,而提早进入阅读,又是学生学好语文的前提。然而,我们乌海市实验小学低年级的语文课堂识字教学中,还存在一些违背低年级学生身心发展和汉字学习特点的现象：比如忽视学生入学实际,教学预设片面；识字的方法单一,忽视了语文综合素养的培养；低年级语文的课本中形近字和同音字时常让学生混淆……这些都是我们学校低年级语文教师在识字教学中存在的困惑。作为一名一线教师,笔者希望通过自己对于低年级学生识字教学的有关经验和新的认识,结合前人提出的“六书”理论,在遵循汉字的构字规律和小学生心理认知特点的前提下,提出相应的解决策略和方法,进一步优化小学语文低年级的识字教学,希望为我们学校当下的小学识字教学建言献策,同时能对具体的低年级语文识字的教学工作产生一定的积极影响。
Literacy is the foundation of reading and writing, the stage of elementary school is very important for train and establish the good Chinese accomplishment and humanist spirit. In literacy teaching process, not only pay attention the quantity and speed of literacy, but also pay attention the quality of literacy. Attention and digging the humanities cultivated manners, Chinese characters contains let the students understand the cultural connotation, understand Chinese characters, the cultural ideology, culture load of spirit, accept the national traditional thinking mode and at the same time improving culture grade.
As a junior student, its literacy quantity directly affect students' reading time, while reading earlier is the premise of into the learn Chinese. However, in the process of literacy education in the junior experimental primary school in the city of wuhai, there exist some phenomenon, which is against a junior student physical and mental development and Chinese learning characteristic. Reduce the amount of literacy class, but increasing the amount; Ignore students' actual circumstance, while teaching the preset one-sided; The image of junior Chinese nearly words and homophones words often confuse; Literacy teaching grasp of the scale of the humanity and instrumental unsuitable; Blind expanded literacy quantity, but neglects the comprehensive quality of the training Chinese. These are our school lower grade language teachers in existing in the teaching of confusion. As a teacher, I hope that through for a junior student literacy teaching experience and understanding, combining previous puts forward the theory of "liushu", In the following characters constitutive word regularity and pupils' psychological cognitive characteristics premise, put forward the corresponding solving strategies and methods, and further optimization of primary language literacy education, and hope give some good advise for literacy teaching in our elementary school and produce certain positive impact for the work of Junior language literacy teaching.
引文
[1]教育部：《全日制义务教育语文课程标准(实验稿)》[M],北京师范大学出版社,2001年版,2页
[2]谷衍奎：《汉字源流字典》[M],2008年,1671页
[3]窦文宇,窦勇：《汉字解说》[M],吉林,吉林省文史出版社,2008年版,309页
[4]薛晓光：《识字教学的方向与策略》[J],《小学教学参考》,2005年第11期,12页
[5]张姝杰《识字教学应着力挖掘文化内涵》[J],《小学语文教学》,2010年第6期,10页
[6]左民安：《汉字例话》[M],中国青年出版社,1984年版,10页
[7]窦文宇,窦勇：汉字解说[M].吉林：吉林省文史出版社.2008年版,317页
[8]厉兵.汉字字形研究[M].北京：商务印刷馆.2007年版,5页
[9]王静.小学语文识字教学的几点规律[J].语文学刊,2001.2.
[10]林睿,金文伟.科学的识字教学对阅读与写作的促进作用.南京孝庄师范学报.2009,7：50.
[1]左民安 王尽忠.细说汉字部首[M].北京：九州出版社,2005.
[2]周有光.汉字和文化问题[M].北京：人民文学出版社,2009.
[3]黄伯荣,廖序东.现代汉语[M].北京：高等教育出版社,2002.
[4]窦文宇,窦勇.汉字解说[M],吉林,吉林省文史出版社,2008年版.
[5]戴汝潜,谢锡金.汉字教与学[M].济南：山东教育出版社,1999.
[6]王玉新.汉字认知研究[M].济南：山东大学出版社,2000.
[7]皮连生.教育心理学[M].上海：上海教育出版社,2004.
[8]皮连生.学与教的心理学[M].上海：华东师范大学出版社,1997.
[9]左民安.汉字例话[M].北京：中国青年出版社,1984.
[10]钟焕懈.形声字谱[M].北京：中国物资出版社,2010.
[11]厉兵.汉字字形研究[M].北京：商务印刷馆.2007.
[12]谷衍奎.汉字源流字典[M].北京：语文出版社,2008.
[13]张巍.小学低年级识字教学的问题与对策[D].东北师范大学.2007,10.
[14]邓卫新.小学语文识字教学的实践研究[D].河北师范大学.2007,9.
[15]周波.小学语文识字教学文化渗透探索[D].山东师范大学.2008.4.
[16]金惠华.新课程理念下小学语文低年级识字教学的研究[J].新课程·小学,2009.8.
[17]陈爱凤.浅谈小学语文识字教学的策略[J].语文学刊,2009.11.
[18]李木兰.小学语文低段识字教学浅议[J].四川教育学院学报,2006.12.
[19]沈文侠.小学语文低段识字教学初探[J].新课程学习,2009.7.
[20]李明羌.小学语文识字教学的创新教法[J].新课程·小学,2010.7.
[21]王静.小学语文识字教学的几点规律[J].语文学刊,2001.2.
[22]石战晓.小学语文识字教学的课程境遇[J].基础教育,2008.5.
[23]庞英姿.浅谈小学语文识字教学[J].教师,2010.8.
[24]汤玲玲.新课程理念下小学语文低年级识字教学的研究[J].中国科教创新导刊,2009.(30).
[25]刘春萍.小学语文识字教学新探[J].牡丹江教育学院学报,2010.4.
[26]潘淑燕.新课程理念下小学语文低年级识字教学[J].吉林教育,2009.6.
[27]孙博.小学语文教学识字规律浅谈[J].吉林教育,2009.12.
[28]关于当前九年义务教育语文教学改革的指导意见[EB/OL].2005.9.18. 2007.6.18, Http://61.178.178.8:81/wykj/wyczljvjiaoxinkecheng/yanjv/4.htm.
[29]国家课程标准专辑——语文课程标[EB/OL]. http://www.being.org.cn/ncs/chn/chn.htm#
[2]谷衍奎：《汉字源流字典》[M],2008年,1671页
[3]窦文宇,窦勇：《汉字解说》[M],吉林,吉林省文史出版社,2008年版,309页
[4]薛晓光：《识字教学的方向与策略》[J],《小学教学参考》,2005年第11期,12页
[5]张姝杰《识字教学应着力挖掘文化内涵》[J],《小学语文教学》,2010年第6期,10页
[6]左民安：《汉字例话》[M],中国青年出版社,1984年版,10页
[7]窦文宇,窦勇：汉字解说[M].吉林：吉林省文史出版社.2008年版,317页
[8]厉兵.汉字字形研究[M].北京：商务印刷馆.2007年版,5页
[9]王静.小学语文识字教学的几点规律[J].语文学刊,2001.2.
[10]林睿,金文伟.科学的识字教学对阅读与写作的促进作用.南京孝庄师范学报.2009,7：50.
[1]左民安 王尽忠.细说汉字部首[M].北京：九州出版社,2005.
[2]周有光.汉字和文化问题[M].北京：人民文学出版社,2009.
[3]黄伯荣,廖序东.现代汉语[M].北京：高等教育出版社,2002.
[4]窦文宇,窦勇.汉字解说[M],吉林,吉林省文史出版社,2008年版.
[5]戴汝潜,谢锡金.汉字教与学[M].济南：山东教育出版社,1999.
[6]王玉新.汉字认知研究[M].济南：山东大学出版社,2000.
[7]皮连生.教育心理学[M].上海：上海教育出版社,2004.
[8]皮连生.学与教的心理学[M].上海：华东师范大学出版社,1997.
[9]左民安.汉字例话[M].北京：中国青年出版社,1984.
[10]钟焕懈.形声字谱[M].北京：中国物资出版社,2010.
[11]厉兵.汉字字形研究[M].北京：商务印刷馆.2007.
[12]谷衍奎.汉字源流字典[M].北京：语文出版社,2008.
[13]张巍.小学低年级识字教学的问题与对策[D].东北师范大学.2007,10.
[14]邓卫新.小学语文识字教学的实践研究[D].河北师范大学.2007,9.
[15]周波.小学语文识字教学文化渗透探索[D].山东师范大学.2008.4.
[16]金惠华.新课程理念下小学语文低年级识字教学的研究[J].新课程·小学,2009.8.
[17]陈爱凤.浅谈小学语文识字教学的策略[J].语文学刊,2009.11.
[18]李木兰.小学语文低段识字教学浅议[J].四川教育学院学报,2006.12.
[19]沈文侠.小学语文低段识字教学初探[J].新课程学习,2009.7.
[20]李明羌.小学语文识字教学的创新教法[J].新课程·小学,2010.7.
[21]王静.小学语文识字教学的几点规律[J].语文学刊,2001.2.
[22]石战晓.小学语文识字教学的课程境遇[J].基础教育,2008.5.
[23]庞英姿.浅谈小学语文识字教学[J].教师,2010.8.
[24]汤玲玲.新课程理念下小学语文低年级识字教学的研究[J].中国科教创新导刊,2009.(30).
[25]刘春萍.小学语文识字教学新探[J].牡丹江教育学院学报,2010.4.
[26]潘淑燕.新课程理念下小学语文低年级识字教学[J].吉林教育,2009.6.
[27]孙博.小学语文教学识字规律浅谈[J].吉林教育,2009.12.
[28]关于当前九年义务教育语文教学改革的指导意见[EB/OL].2005.9.18. 2007.6.18, Http://61.178.178.8:81/wykj/wyczljvjiaoxinkecheng/yanjv/4.htm.
[29]国家课程标准专辑——语文课程标[EB/OL]. http://www.being.org.cn/ncs/chn/chn.htm#