摘要
本文采用问卷调查、教师访谈和观摩教学等方式,调研了近900名中小学语文教师,了解到北京市小学语文识字教学现状、语文教师的汉字教学能力以及汉字学在小学识字教学的应用等情况。结果表明,识字教学面临三重困境:即教学内容的科学性与趣味性的协调缺失;各个学段识字教学的衔接不足;教师教学管理与专业素养提升的矛盾。针对以上问题,我们提出应重新审视汉字教学在语文教学中的地位,加强识字教学的学理研究;加快语文资源的开发与研究,将成果应用于语文识字教学;为小学语文教师减负减压,注重提升语文教师专业素养。
This paperinvestigates the current situation of Chinese literacy teaching in primary schools in Beijing,the Chinese teaching abilities of language teachers,and the application of Chinese literacy learning in primary school vocabulary teaching by conducting surveys,teacher interviews,and classroom observations with nearly 900 primary and secondary school Chinese teachers.The results indicate that literacy teaching faces three major dilemmas:balancing scientific and interesting teaching content,connecting literacyteaching across different stages,and reconciling the conflict between teacher teaching management and professional competence.To address these issues,we propose to re-examine the status of Chinese literacy teaching in Chinese language teaching,strengthen the the-oretical research of literacyteaching,accelerate the development and research of Chinese language resources,apply the results to literacyteaching,and reduce the workload and pressure of primary school Chinese teachers while focusing on improving their professional competence.
作者
祝天瑞
ZHU Tianrui(Faculty of Literature and Journalism,Qingdao university)
出处
《语言规划学研究》
2023年第1期85-92,共8页
Journal of Language Planning
关键词
识字教学
现状
困境
路径选择
literacyteaching
current situation
dilemma
path selection
作者简介
祝天瑞,青岛大学文学与新闻传播学院讲师。主要研究方向:汉字学,汉字教学。
