小学识字与写字教学改革“认写分开”的再认识  

Separating Recognition from Writing of Chinese Characters in the Reform of Chinese Characters Education

作　　者：李云龙 LI Yun-long(Publishing&Media Department,China Education Publishing&Media Group Ltd.,Beijing 100083,China)

机构地区：[1]中国教育出版传媒集团有限公司出版传媒部

出　　处：《宁波大学学报（教育科学版）》2019年第6期55-64,共10页Journal of Ningbo University(Educational Science Edition)

摘　　要：“认写分开”的识字写字实践中,引以为据的传统蒙学教育、认知心理学规律并不十分可靠;“认写分开”在一定程度上也不是解决学生尽早阅读的唯一有效办法,而在实践中忽视汉字字义的办法亦不可取。“识字”和“写字”在要求上尽管可以不同,不过教者仍须引导学生通过理解字义和书写来巩固对字形的识记。The separation of recognition from writing of Chinese characters is mistakenly built on the traditional children’s education and the cognitive psychology,and it is not considered to be the only valid way to training students’reading skills,since its ignorance of the meaning of Chinese characters is inadvisable.Though the requirement for recognition and writing of Chinese characters is different,teachers are recommended to instruct students to consolidate the memory of Chinese characters’patterns through understanding and writing.

关 键 词：认写分开 传统蒙学 认知心理学 汉字性质 阅读 

分 类 号：G420[文化科学—课程与教学论]