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作者 : 陳樹民
總數: 1
漢字特殊功能與教學創新
作者
陳樹民
分類號
C2.3.2 131
出版社
南京大學出版社
主題
語言研究、語文知識
註釋
《漢字特殊功能與教學創新》內容簡介:回寧不久,他就在南京、泰州、連雲港等地區組織隊伍,確立課題,開展實驗。第二年,教育部部長基金的教科研課題“科學教育一開發兒童少年潛能”正式立項,在江蘇省教委副主任周德藩的親切關心下,樹民同志設計並主持的這一課題被批准為“科學教育”總課題中的第一個子課題,命名為“科學認讀”。近年來,“科學認讀”又被中國教育學會確定為“十一五”重點課題。在周德藩會長的領導下,課題實驗健康迅速地發展,從起步迄今已歷時十年。本書適合語言文學、社會學、語言哲學等相關專業領域研究人員和大學生、研究生閱讀。
漢字文明智慧之光(代前言)
發揮漢字優勢,開發學生潛能(代序)
上編 漢字“特殊功能”新視界
第一章 漢字的全腦功能
一、人腦潛能及其“發展方式”
二、漢字是“複腦文字”
三、漢字教學與開發大腦
第二章 漢字的觀察功能
一、漢字,先入觀察智慧的結晶
二、漢字,特殊的視覺文字
三、學生識字,從觀察字形開始
四、發揮漢字的“模型”作用
第三章 漢字的聯想功能
一、漢字特有的“聯想功能”
二、創新教學方式,發揮“聯想功能”
第四章 漢字的審美功能
一、文字與繪畫的親緣關係
二、漢字的書寫與漢字的書法
三、引導學生在書寫中體會漢字優美
四、組織興趣小組活動,發展學生書法愛好
第五章 漢字的遊戲功能
一、漢字成為文字遊戲,中國人的驕傲
二、識字遊戲,漢字教學特有的奇葩
三、充分認識“識字遊戲”的教育價值
四、充分發揮“識字遊戲”的教育功能
第六章 識字教學目標複合化
一、加德納多元目標的啟示
二、發揮漢字的“複合功能”
中編 漢字教學改革新探索
第一章 改革語文課程結構開設識字活動“新課型”
一、封閉型課程勢在必改
二、“識字活動”課的具體解說
三、“識字活動”課的教學原則
四、“識字活動”課的教學設計
五、“識字活動”課課堂掃描
六、“識字活動”課顯示新課改理念
第二章 拓寬認識漢字管道面向社會生活“大課堂”
一、多彩生活呼喚開放的識字
二、生活中處處有識字的課堂
三、“識字活動”課教師要做有心人
第三章 培養學生識字能力創造剪貼識字“新課本”
一、教育走向生本,學生自主識字理當先行
二、引導學生動手動腦,創造“剪貼識字課本”
三、充分發揮“剪貼識字課本”的“誘導”作用
四、“剪貼識字課本”裏“大有乾坤” 附:學生識字“主體觀”答問
第四章 轉變漢字學習方式引導對話識字“新範式”
一、一個新的命題:漢字會說話?
二、“識字活動”:引導學生與漢字對話的“過程”
三、學生直接與漢字對話:識字教學方式的變革
第五章 發揮漢字特有優勢開發漢字開花“新遊戲”
一、“識字遊戲”:漢字的“特異功能”
二、“漢字開花”:識字活動精彩重播
三、“漢字開花”:遊戲過程具體解說
四、“漢字開花”:教師發揮調控藝術
五、“漢字開花”:“神奇的寓教於樂”
第六章 識字閱讀和諧並行科學認讀與時俱進“新天地”
一、學生從小就生活在“書的世界”
二、課外閱讀,學生自主識字的必要過程
三、現代生活中的“特殊文本”
四、早識字,早閱讀,滿足學生發展需求
五、處理好課內語文和課外閱讀的關係
六、加強閱讀指導,開拓探究空間
下編 語文教學的新突破
第一章 衝破“門檻”,“給孩子帶來了福音”
一、一道高高的“門檻”
二、教師、家長、學生的無奈
三、識字滯後對學習的影響
四、問題的癥結所在
五、“識字活動課給孩子帶來了福音!”
第二章 打通“瓶頸”,攻克了半個世紀的“老大難”
一、“識字拖住閱讀的後腿”
二、識字“兩條腿走路”,語文教學走上了“快車道”
第三章 實現“夢想”:一條漢字教育創新之路
一、每週開設一節“識字活動”課
二、學生學做一個“剪貼識字”本
三、“識字活動”課上一個“漢字開花”的遊戲
第四章 語文課改的美好前景
一、小學低年級“識字過關”:實現自主閱讀
二、初中階段解決母語問題:完全可能
三、錢學森“大成智慧教育”構想:大有希望
附錄
附1 兒童識字低齡化——人心所向,勢不可擋——幼兒識字情況調查報告
一、問題提出
二、調查對象
三、家長反映
四、問題討論
五、基本結語
附2 點燃智慧的火把——來自江蘇連雲港幸福路小學“科學認讀•開發兒童潛能”課題實驗的報告
一、真不簡單
二、開發漢字的功能
三、走開放識字之路
四、識字開智
附3 “識字活動”課典型案例
附4 怎樣評價“識字活動”課
附5 我們在尋求一個“答案”
後記 衷心的感激熱切的期盼