清末民国小学识字教学方法的现代转型  

Modern Transformation of Primary School Literacy Teaching Methods in the Late Qing Dynasty and the Republic of China

作　　者：张心科[1] 郑国民[2] Zhang Xinke Zheng Guomin(School of Teacher＇s Education, East China Normal University, Shanghai 200062, China School of Chinese Language and Literature, Beijing Normal University, Beijing 100875, China)

机构地区：[1]华东师范大学教师教育学院,上海200062 [2]北京师范大学文学院,北京100875

出　　处：《课程．教材．教法》2017年第11期53-60,共8页Curriculum，Teaching Material and Method

基　　金：2013年度教育部人文社科规划项目"百年语文科课程知识建构的现代化历程研究"(13YJA880106)

摘　　要：随着西方教育学、心理学理论的传入,我国识字教学开始了从传统到现代的转型,在清末民国经历了三个大的阶段:从灌输式的念、背识字教学法(古代-约1901年);到直观教授、实用主义思潮的传入引发的采用启发式的看图、实物识字及"六书""四体"识字教学法(约1901-约1920年);再到因受杜威的儿童本位、生活中心等教育思想影响而采用活动发现式的情境、游戏、猜读、归类识字教学法(约1920-1949年)。这样的转型展现了人们对教育认识深化的过程,可为当下的识字教育研究和实践提供借鉴。With the introduction of western pedagogy and psychological theory, literacy teaching in China began to change from traditional to modern, and experienced three major stages in the late Qing Dynasty and the Republic of China： from inculcation of repeating and reciting literacy teaching methods （ancient--about 1901） to use pictures, material objects and Hexateuch Theory heuristically, then to teach because on the instruction on direct teaching and pragmatic trends of thought （about 1901-about 1920）, until adopting activity discovery literacy teaching method of situation, game, guess and classifying under the influence of Dewey＇s ＂children centered＂ and ＂life centered＂ education thoughts （about 1920-1949）. The transformation that shows the process of deepening literacy education can provide reference for the current literacy educative research and practice.

关 键 词：清末民国 识字 教学方法 现代转型 

分 类 号：G623.22[文化科学—教育学]