小学语文识字教学的实践研究.pdf.doc

河北师范大学硕士学位论文小学语文识字教学的实践研究姓名：邓卫新申请学位级别：硕士专业：教育语文指导教师：李彦循20070901内容摘要(中文)本论文研究的主要内容是在识字教学目标(全面掌握汉字的音、形、义的关系，掌握科学的汉字学习方法。为以后的书面阅读和语言表达打下基础。)的指导下，全面分析了与识字教学相关的学科知识和学科结构、学习者认知能力，并针对我国的小学识字教学的实际情况，、提出了研究框架，并且对这些框架内容进行分析与探讨。第一部分，是研究现状与问题的提出。针对准备研究的问题。指出识字教学研究在目前情况下研究的现状，以及这些研究成果对本论文起到了什么启发。在此基础上提出识字教学的矛盾和本论文要研究的问题。第二部分，是识字教学的理论依据。将从小学阶段儿童认知的特点、汉字的特点、“六书”理论等方面入手来探索小学识字教学研究的理论基础。第三部分，是识字教学方法介绍与述评。这一部分将对建国后较有影响的识字教学方法进行介绍和述评，如“集中识字”和“分散识字”教学法等，并且对这些教学方法在理论上做出一些探讨。在分析各种教学方法的利与弊的基础上总结规律，为以后的识字教学提供必要的经验。第四部分，是识字教学的实践研究(上)。将着重论述识字教学的阶段性特征、字形结构的认知、汉字音、形、义的认知过程和特点、智力因素(记忆原理、泛化原理、原型理论、认知倾向等心理学因素)、非智力因素(兴趣、情感、意志)与识字教学的关系及其对识字教学的影响。第五部分，是识字教学的实践研究(下)。主要内容是对我国识字教学实践提出了几点看法，即在识字教学中要重视汉字字形的研究；在识字教学中要重视口语和书面语的关系；在教学中要正确认识和解决错别字的问题；综合使用识字教学方法，全面提高学生的识字能力和识字教学效率。关键词识字教学识字方法汉字字形理论心理学AbstractsThe paper research pfilnarycoverage that inis literate under the teaching goalimuuction(Comprehensive grasp the relation of Chinese character sound,shape,meaning and grasp science Chinese character study method and Builds the foundationfor later written reading and the language expression)we should analyze comprehensively discipline knowledge,discipline structure and learner cognitionabilitycorrelated with literate teachingIn view ofthe teaching actual situation of叫f cou咖s elementary school,we propose research1ame and carry on the analysisand the discussion to these flame contelR，First part，this is the research present situation and the question proposedIn viewofprepares the question which weshould鳓l电we point OUt literate oftlm teachingresearch present situation which studies in the present situation,as wellastheseresearch results get uP any inspiration to the present paperIn this foundation wepropose literate question which the teaching contradiction and the preseat paperwhich must studySecond partthis part is literate the teaching theory to rest onFrom elementaryhool stage child cognition characteristic,50me characteristic of Chinese character,Liushutheory and 80 on,we will explain theory of literate teaching research inselementary sch001Third partthis part is literate the teaching method h-moduction and commentaryWe will introduce the influential literate teaching method alter the founding of timnation For example,the centralism literate and the dispear litoFatewe theoreticallymake!；01110tothese teachingmethodtodiscuss andattempt in，to analyze the瓤hantage and in the shortcoming ofeach teaching method and summarizes roleFourth part砸s part is literate the teaching practice to study(I)our elaboratesemphatically is literate the teaching relations and to is literate teaching influence withliterateteaching gradual characteristic,glyph structure cognition,Chinese sound,shape,righteousness cognition process,Intelligence factor(memory principle,exudestheprinciple，prototypetheory,Psycholosy factor andSO蛳)，non-intelligencefactor(interest,emotion,will)Fifth partThis part is literate the teaching practice to stud Y()The prin,_arycoverage is proposeseveral view of the literate teaching practice to our countfyNamely,in the literate teaching we have to take the Chinese character gIyph rerob,In the literate rebinS We have to take the spoken lalIgtlagand wlitten language relationalWe must correctly understand and solves elToneoIls d啪c时question in the tehin吕Litmate teaching method should be u辩comprehensivelyWe enhances the student ability and efficiency ofthe literate teaching comprehensivelyKeyWordsThe teaching of literateLiterate methodStudy of Chinese character glyphPsychologyIV学位论文原创性声明本人所提交的学位论文小学语文识字教学的实践研究，是在导师的指导下，独立进行研究工作所取得的原创性成果。除文中已经注明引用的内容外，本论文不包含任何其他个人或集体已