字源识字教学模式构建研究——以我国小学人教版一年级 ... - 西南大学.PPT

字源识字教学文化渗透研究* 教育学原理专业硕士研究生 杨华丽 摘 要 “人生读书识字始”。识字的重要性自不必多言，教学领域的识字法亦是“花开百家”呈欣欣向荣之势。识字这最基本的活动，并非简单轻松，而是艰难和繁杂。有言道，语言是听觉的，文字是视觉的。文字的本质是字形，语言的本质是语音，文字以“形”示“义”，语言以“音”示“义”。字源识字抓住了文字的本质，凸显以“形”示“义”。 字源识字教学方面的相关研究颇多，涉及面广。主要运用实验法验证字源识字教学的可行性和科学性。本研究利用参与式观察了解小学低段识字现状并发现小学低段识字教学过程文化缺位问题，由此，制定行动方案，进行行动研究。行动研究的两个阶段，合作式与独立行动研究是一个螺旋式加深的发展过程，每一个螺旋发展圈又都包括计划、行动、观察、反思等四个相互联系、相互依赖的基本环节。探究在成体系的课堂教学中，通过字源识字教学，以察学生对汉字文化了解的效果和不足。 最后从字源识字的整个运行系统视角，提出相应的改进策略，具体形式有：完善相应的成系统的字源识字资料并创建网络课堂；开发相应的学生、家长字源识字读本；编制字源识字相关课堂游戏；字源讲解度应适合小学生认知程度。 研究结论显示，应物象形, 以形显义是字源识字显而易见的优势，这种优势体现在教学中即为，“音、形、义”结合，有效吸引学生注意力；“形、义”相行，促进学生识字有效迁移；字根为本，识字效果显著；有效识别字形，对字形的文化内涵认知及字义理解不明显。而对字源识字能否促进汉字书写则有待于进一步验证。 关键词：字源识字；教学；文化；行动研究 A Study on the Teaching Effects of Etymology Literacy Master majored in principle of pedagogy: Yang Huali Supervisor: Professor Wu Xiaorong Abstract Life begin with reading. There is no needless to say the importance of literacy , the field of teaching literacy flourishing. But, the most basic literacy activities is also the most difficult and complicated. As we all know, language is the auditory, character is visual. The character form is the essence of character , the speech is the essence of language, Chinese character shows its meaning from character form, but language presents itself through sound. Etymology literacy seize the essence of Chinese character to highlight the meaning from form. Etymology literacy teaching involved a lot of researchs, including a wide range of. The main research of the Etymology literacy used experiment method verificates itself as feasible and scientific literacy teaching. In this research, using participant observation to understand the current situation and found that the problem of culture absence during school literacy teaching process.Then according to the specific circumstances to design action plan , then do act research. There are two stages of action research, include the research of cooperative and the research of independent. The action is a development p