识字教学要促进学生和谐有序发展——略论“和·序”识字教学观  

Literacy Teaching Must Facilitate the Unification and Sequence of Students' Development——Discussing on the Theory and Practice of "Unification and Sequence" of Literacy Teaching

作　　者：王晓霞[1,2] 

机构地区：[1]中国教育科学研究院 [2]北京师范大学

出　　处：《教育研究》2012年第10期124-129,共6页Educational Research

基　　金：全国教育科学"十一五"规划2009年度教育部重点课题"我国小学语文识字教材与学生发展的适切性调查研究"(课题批准号:DHA090170)的阶段性研究成果

摘　　要：由于电脑和网络的日益普及以及文本阅读逐渐被"读图"和动漫所取代,我国小学生识字能力呈现下降趋势。对此,"和·序"识字教学观主张:识字教学要正确处理汉字形音义之间以及识字教学与写字、读写、口语交际教学之间关系,遵循差异性教学、循序渐进、延伸拓展、可持续发展原则,采取形音义统一识字、依据字理识字、遵循认知规律识字、结合生活经验识字以及学练统一识字等基本策略,有序促进学生和谐发展。Facing the downward trend of literacy ability of primary school students in China, which is caused by the popularization of the computer and internet, as well as the substitution of ＂picture reading＂ and the animation for text reading, it is suggested that literacy teaching must facilitate the unification and sequence of students＂ development. During literacy teaching, we should properly manage the relation of the pronunciation, pattern and meaning of Chinese characters, as well as teaching of handwriting, reading-writing and colloquial language. We should adhere to the rule of following the principles of differentiated instruction, step-by-step pedagogy, character pattern extension and sustainable development, we should apply the basic strategies such as unifying the pronunciation and patterns, referring to character meaning, cognitive rules, life experiences and the sequence of learning and practicing, so as to improve the unification of students＂ development.

关 键 词：“和·序”识字教学观 和谐发展 有序发展 

分 类 号：G623.2[文化科学—教育学]