识字教学的问题与对策——基于语料库的小学语文教材用字研究  

Problems and Coping Strategies of Characters Teaching:A Corpus-based Study of the Usage of Chinese Characters in Primary School Textbooks

作　　者：于龙[1] 陶本一[1] 

机构地区：[1]上海师范大学,上海200234

出　　处：《语言文字应用》2010年第1期114-124,共11页Applied Linguistics

基　　金：上海"十一五"哲社规划课题"基于语料库的上海市语文教材资源的建设和应用"(编号2006BJY006);上海师范大学校级课题"基于语料库的上海市小学各学科教材用字研究"(编号DQW 919)资助。

摘　　要：识字教学涉及到识字总量、识哪些字、识字顺序与识字方法等问题,对这些问题,我们在认识与研究上还有很大差异,以至于教材编写缺少科学的理据,用字情况比较混乱。因此,对汉字的量、序、法等问题,我们需要排除各种非理性因素的干扰,以更为科学、深入和全面的研究,为小学识字教学和教材编写提供科学的依据。The teaching of Chinese characters relates to such issues as the total number of characters, the essential characters, the learning sequence of characters, and the methods of learning characters. These issues have not thus far been carefully researched. Therefore, the problems of total number of Chinese characters, sequence, methods, and so forth remain. More serious, in-depth and comprehensive research is needed as justifiable foundation for primary school character teaching and textbooks compilation.

关 键 词：识字教学 语料库 教材用字 

分 类 号：G623.22[文化科学—教育学]