文化视阈中的识字教学  

Chinese Character Teaching in the Cultural Perspective

作　　者：胡海舟[1] 

机构地区：[1]江苏教育学院如皋分院,江苏如皋226500

出　　处：《江苏教育研究》2008年第11期27-31,共5页Jiangsu Education Research

基　　金：江苏省教育科学规划"十一五"立项课题"汉语文化与新课程语文教育"(D/2006/01/043)阶段性研究成果之一

摘　　要：从文化的视阈审视目前的识字教学,漠视汉字文化价值的机械识记、背离汉字文化特性的所谓"趣味教学"普遍存在。解决问题的关键是教师更新教学理念,提高文化修养,充分认识汉字形象性、系统性、人文性强的特质,充分挖掘汉字本身的文化内涵,按汉字的特点教学汉字,努力发挥教学激发兴趣、启发创造、发现规律、增强底蕴的文化功效。From the cultural perspective, such phenomena universally exist as mechanical memorization without attending to Chinese character cultural values and teaching of deviating from Chinese character cultural interest. The key to the issues consists in teachers＇ updating their teaching beliefs, heightening their cultural accomplishment, full recognition of its vividness, system, and humanity, and full realization of its cultural connotation. Meanwhile, teachers should teach according to character features and give full play to the cultural functions of sparking interest, enlightening creation, finding principles and strengthening basis.

关 键 词：识字 问题 文化特质 教学功效 

分 类 号：G42[文化科学—课程与教学论]