民族贫困地区初中生多途径识字教学模式研究  

Study on Multi-Channel Literacy Teaching Model for Junior Middle School Students in Ethnic Poor Areas

作　　者：王智杰[1] 吴善蒙 WANG Zhi-jie;WU Shan-meng(School of Literature and Journalism,Inner Mongolia Minzu University,Tongliao 028043,China)

机构地区：[1]内蒙古民族大学文学与新闻传播学院,内蒙古通辽028043

出　　处：《民族高等教育研究》2023年第3期33-36,共4页Research on Higher Education of Nationalities

基　　金：2021年内蒙古自治区三科统编教材“铸魂工程”专项课题“小初阶段蒙古族学生多途径识字教学模式研究”(项目编号:NGHZX2021028)的研究成果。

摘　　要：汉字教学是语文教学的重要组成部分,是阅读、写作的基础,是全面提升语文核心素养的媒介。民族贫困地区初中生要想做到高效识字,掌握规范汉字,传承弘扬中华优秀语言文化,必须根据学生年龄、心理、民族等特点,结合汉字的结构规律,采用形象直观的教学手段,有针对性地进行多途径识字,如字理识字、字源识字、字韵识字、字用识字等,逐步培养学生的识字能力,以收到事半功倍的学习效果。Chinese character teaching is an important part of Chinese teaching,which is the basis of reading and writing,and is a comprehensive promotion of the core quality of Chinese media.Junior middle school stu⁃dents in minority region in order to achieve efficient literacy,to master the standard Chinese characters,and to carry forward Chinese excellent language culture,must according to the student age,psychological,ethnic charac⁃teristics,combined with the structure rule of Chinese characters,adopt image intuitive teaching means.There are many ways in literacy,carelessly,literacy,origin of literacy,literacy,musical sound words in literacy,etc.,Gradu⁃ally cultivate students’literacy ability,and get twice the result with half the effort.

关 键 词：民族贫困地区 学生 识字 教学模式 

分 类 号：G623.22[文化科学—教育学]