“意象语文”的思考与实践  

Reflection on and Practice of “Image Chinese”

作　　者：陈雯雯[1] CHEN Wenwen(Xuzhou Damalu Primary School,Xuzhou 221000,China)

机构地区：[1]徐州市大马路小学

出　　处：《江苏教育研究》2019年第25期69-72,共4页Jiangsu Education Research

摘　　要：“意象语文”借助“意象”理论,以“象”为突破口,以“意”为核心,以学生感悟理解为手段,以培养学生语文素养为主要目的。在实践教学中,可还原汉字中的“象”,提高学生识字写字的能力;借助文学作品中的“象”,提升学生的阅读理解力和感受力;利用“意象”的特点,丰富学生的情感体验与语言表达。“Image Chinese”uses the theory of“imagery”,which takes“xiang or object”as a breakthrough and“yi or idea”as the core and students’understanding and perception as a means with the main purpose of cultivating students’Chinese literacy.In teaching practice,teachers may restore the“xiang or object”of Chinese characters to improve students’reading and writing ability.Also,teachers may apply the“xiang or object”in the literary works to enhance students’ability of reading comprehension and perception.Meanwhile,teachers may make use of the features of“image”to enrich students’emotional experience and language expression.

关 键 词：汉字意象 小学语文教学 语文素养 

分 类 号：G623.2[文化科学—教育学]