借汉字理据 巧辨形近字  

Using Chinese Character Justifi cation and Skillfully Diff erentiating Similar-Form Characters

作　　者：吴云平 WU Yun-ping(Nanjing Dongshan Primary School,Nanjing 211100,China)

机构地区：[1]南京市东山小学

出　　处：《江苏教育研究（实践）（B版）》2018年第6期57-59,共3页A Journal of Research in Education

基　　金：南京市"十二五"规划2015年度课题"基于‘字本位’理念的识字写字教学研究"(课题编号:L/2015/327)阶段研究成果

摘　　要：形近字是小学语文识字教学中的一大难点,适时准确地将字源知识引进课堂能帮助儿童有效地区分形近字,从而达到提高识字效率的目的。在形近字的实际教学中,可以根据儿童的认识特点,从以下四个方面追根溯源——古今对照,辨析形近母体字;探究字理,由此及彼辨析形近偏旁;形义区分,重点突破辨析形近合体字;探究特殊字的字源,充分利用汉字本身的结构规律造字理据。在识字教学中进行形近字的辨别,有利于培养儿童学习汉字的兴趣,激发其探索汉字文化内涵的动力,帮助儿童早日形成较强的、独立识字的能力。Similar-form characters are difficult in primary school Chinese teaching so teachers should introduce the knowledge of etymology at the right time to help children eff ectively diff erentiate similar-form characters for the purpose of improving the effi ciency of recognizing Chinese characters.In practice,teachers may track the sources from four aspects:comparing between the old and the modern to distinguish similarform maternal characters,exploring character logic to diff erentiate similar components,diff erentiating form and meaning to focus on similar-form combining characters,and exploring the sources of special characters to make full use of Chinese character rules of fabrication.These methods are conducive to cultivating children’s interest in learning Chinese characters,to sparking their motives of exploring the cultural connotation,and to helping them acquire the ability of recognizing Chinese characters as soon as possible.

关 键 词：字源 字理 字形 形近字 

分 类 号：G623.22[文化科学—教育学]