小学低年级识字教学中存在的问题及策略研究

学士学位论文Bachelor’sThesis论文题目小学低年级识字教学问题及策略研究作者姓名学号所在院系学科专业名称导师及职称论文答辩时间2013年5月18日编号2013050208研究类型理论研究分类号G62学士学位论文（设计）诚信承诺书中文题目：小学低年级识字教学问题及策略研究外文题目：JuniorPrimarySchoolLiteracyTeachingProblemsandStrategyResearch学生姓名学生学号2009105040208院系专业教育科学学院小学教育学生班级0902学生承诺我承诺在学士学位论文（设计）活动中遵守学校有关规定，恪守学术规范，本人学士学位论文（设计）内容除特别注明和引用外，均为本人观点，不存在剽窃、抄袭他人学术成果，伪造、篡改实验数据的情况。如有违规行为，我愿承担一切责任，接受学校的处理。学生（签名）：年月日指导教师承诺我承诺在指导学生学士学位论文（设计）活动中遵守学校有关规定，恪守学术道德规范，经过本人核查，该生学士学位论文（设计）内容除特别注明和引用外，均为该生本人观点，不存在剽窃、抄袭他人学术成果，伪造、篡改实验数据的现象。指导教师（签名）：年月日目录前言·································································································1（一）研究背景·············································································1（二）研究意义·············································································2（三）研究目标·············································································2（四）研究方法·············································································2（五）文献综述·············································································1一、小学低年级识字教学的现状····························································5（一）理论与研究方面····································································5（二）教师方面·············································································5（三）学生方面·············································································8（四）教材方面·············································································8二、低年级识字教学常见问题的原因分析················································9（一）汉字本身的结构复杂······························································9（二）儿童的认知发展和思维特点对识字教学的制约····························9（三）教学把握人文性和工具性的尺度不当·······································10（四）教师盲目扩大识字量，忽视语文综合素质的培养·······················10三、提高低年级识字教学的有效策略····················································11（一）遵循汉字的构字规律进行教学················································11（二）遵循儿童识字认知规律进行教学·············································11（三）尊重儿童个性差异，分层次教学·············································12（四）创设教学情境，激发兴趣和欲望·············································12（五）在不同的识字方法中突破字形难点··········································13（六）调动各种感官识认汉字，引导学生主动发现，培养识字习惯········15（七）拓展学习资源，提高学生的综合素养·······································15四、结语·························································································17参考文献：······················································································18致谢·······························································································19小学低年级识字教学问题及策略研究刘磊（指导教师，周玲玲）（湖北师范学院教育科学学院中国黄石435002）摘要：汉字是中华文化的载体，识字教学是语文教学中的重中之重。在小学语文识字教学的改革中，识字教学方法的改革取得的成绩最大，但识字教学中的问题也在大量的产生。本文以此为出发点通过分析我国识字教学中存在的问题，如识字理论研究的基础相对薄弱，教师对汉字的认识不够全面，识字教学忽视儿童的认知特点，识字教学方法的机械单一等，以及问题产生的原因，在此基础上，结合新课程改革的理念和识字教学的实际，提出识字教学中问题的解决策略，如识字教学的具体方法：联系具体事物识字、在比较中识字、在字谜和歌诀中识字、在动作演示中识字、在实际生活中识字等。对培养和提高学生的识字能力进行了初步的探讨。关键词：小学低年级；识字教学；问题；策略分类号：G62JuniorPrimarySchoolLiteracyTeachingProblemsandStrategyResearchLiuLei(Tutor:ZhouLingling)(CollegeofMaterialScience,HubeiNormalUniversity,HuangshiHubei,435002)Abstract:ChinesecharactersisthecarrierofChineseculture.literacyteachingisthetoppriorityinlanguageteaching,inthereformoftheelementaryChineseliteracyteaching,literacyteachingmethodsreformachievementsisthelargest.,Butalsoinalotoftheproblemsintheliteracyteaching.ThisarticleasastartingpointbasedontheanalysisoftheproblemsthatexistintheliteracyteachinginChina,suchasliteracythebasisoftheoreticalresearchisrelativelyweak,theteachers'understandingofChinesecharactersisnotcomprehensive,literacyteachingignorethechildren'scognitivecharacteristics,mechanicalsingleliteracyteachingmethods,etc.,aswellasthereasonsoftheproblem,intheunderstandingofliteracyteachingmethods,onthebasisofthetheoryandpractice,combinedwiththeconceptofnewcurriculumreformandtheliteracyteachingpractice,putforwardproblemsolvingstrategyinliteracyteaching,suchasliteracyteachingmethods:specificthingscontactliteracy,literacy,inthecrosswordandrhymeformulasinliteracyandliteracyinaction,inreallifeliteracy,etc.Tocultivateandimprovethestudents'literacyhascarriedonthepreliminarydiscussion.Keywords:primaryschoollowergrade;Literacyteaching;Theproblem;湖北师范学院教育科学学院2013届学士学位论文（设计）1小学低年级识字教学问题及策略研究刘磊（指导教师，周玲玲）（湖北师范学院教育科学学院中国黄石435002）前言汉字文化源远流长，博大精深。掌握汉字是小学生学习和发展的基础。国家督学柳斌指出:“真正要把小学抓好，还要从识字教学抓起。”可见识字教学是小学语文教学中一项重要的内容。在当代识字教学的研究呈现了百花怒放的良好姿态，但识字教学仍然存在着许多的问题，有待进一步的认识、分析和解决。针对我国现在的教学实际，作为老师，面对的是六七岁的儿童，时代在不断的发生变化，教师应从学生的眼光、学生的发展需要来看待和分析识字教学中的问题，将理论运用于实践当中，通过不断的反思，提供更好的解决策略。（一）研究背景识字教学是小学低年级语文教学的重中之重，但对于小学低年级的学生来说，识字不像看动画片、听故事那么有趣，尤其是低年级阶段，教师需花大量时间进行识字教学。《语文课程标准》规定的义务教育小学阶段认识3000个左右汉字，而小学低年级即1～2年级认识常用汉字1600～1800个，1～2年级是学生认字最重要的阶段，识字教学是这一学段的教学重点，规定了1600～1800个常用汉字的认识量，以满足学龄初期儿童阅读的要求，使低年级学生能够阅读一般的儿童读物，生活中常见的信息等。[1]如果低年级学生认字量积累的过少，不仅会影响以后的汉字积累量，而且对以后的阅读和写作能力有不利的影响，甚至影响整体语文水平的提高。因此，在识字教学中，老师应充分认识到在识字教学中存在的问题以及问题的原因，考虑儿童思维发展特点，联系儿童平时生活的经验，根据识字教学应遵循的规律，摒弃以往强制灌输和死记硬背的教学方式，大胆的创新，培养学生识字兴趣，教给学生有效的识字方法，使学生真正的乐识字，爱识字，能识字，既充分感受到祖国文字的强大魅力，又提高了学生整体的语文素湖北师范学院教育科学学院2013届学士学位论文（设计）2养。（二）研究意义1、理论意义本文通过对识字教学现状的分析及原因