小學語文教材一二年級識字教學理念及成效研究

Abstract

Inheriting the tradition coming from the ancient Chinese literacy education which is “understanding and writing are separated, and understanding comes before writing”, absorbing the essence of the traditional “Mengxue” textbooks which include "San Zi Jing(三字經), Bai Jia Xing(百家姓) and Qian Zi Wen(千字文)", and integrating many research results in the study of Chinese modern language education, the paper indicates that the materials of Chinese literacy education for Grade 1 and Grade 2 in primary schools’ language education should adhere to these ideas: (1) Understand more and write less which enable children to set out on the journey of reading independently as early as possible. Considering the characteristics of Chinese language and its writing characters, it is necessary to adopt the notion of “conducting separately and functioning simultaneously” in terms of the understanding, the writing, the speaking and the using of Chinese characters. As long as the negative interference could be avoided, it is required to promote the interaction of the four methods mentioned above as much as possible. (2) Teaching materials should be in an accord with the practice of the language of the children's daily life, while locating in children's ZPD from the cognitive perspective, which transcends and leads children's language development. (3) The learning of “Pinyin” should be postponed until the learning of a certain number of basic Chinese characters has been acquired by students, which is doomed to be an effective approach that not only satisfies and arouses children's interests in learning Chinese, but also promotes the progress of the learning of “Pinyin” through those familiar characters, ate the same time reducing the learning load and ensuring the efficiency of children’s “Pinyin” learning. (4) Use a variety of methods. As each teaching method has its adaptability and limitation, it is necessary to integrate all these methods to make extensive effects. The utility of these ideas makes multiple positive results as the following. (1) Arouse children's interests in accepting Chinese literacy education. (2) Enhance children's independent reading ability and improve the quantity of students’ learning of Chinese characters. (3) Help children to learn a variety of methods in the process of Chinese literacy education. This paper also reports the related research results, discusses the further improvement of the teaching ideas and some relevant strategies in the textbook- compiling in Chinese literacy education.