海峽兩岸國小識字教學綱領探析

近年來，海峽兩岸都經歷類似的課程改革歷程，其課程改革理念轉化為課綱、教科書、教學實踐。國家制定課程綱是要確立國家教育品質，並在特定教育階段達到具體指標。因此，它具有法定性質的法規性，它也是教育管理、教材編寫、教師教學、學生學習的指引與藍圖。識字的內涵是認識漢字的特殊性，正確理解和運用漢字，才能讓學生在識字學習過程，保證其全面完整，而且是循序漸進，進而主動和獨立識字。這都有賴於課綱制定過程中的嚴謹、有效。因此，探討海峽兩岸相關識字教學課程綱要，分析各自特色，以作為課綱擬定者、以及教師教學時之相互參考，達到文化教育交流之目的。並可從課綱比較中，了解兩岸識字教學之差異，取長補短，尋找出識字教學的共同要點，以利國小識字教學更加周延。

關鍵字

小學；識字教學；課綱；海峽兩岸

並列摘要

In recent years, across the Taiwan Strait have experienced similar curriculum reform process, its curriculum reform ideas into lesson classes, textbooks, teaching practice. Countries to develop national curriculum outline is to establish the quality of education, and achieve specific targets in a particular stage of education. Therefore, it has a statutory regulatory nature, it is also educational management, Textbook writing, teaching, student learning guidelines and blueprints. Connotation of literacy is to recognize the special nature of Chinese characters, the correct understanding and use of Chinese characters, in order to allow students to literacy learning process, to ensure its full and complete, but gradual, and thus literacy initiative and independence. It all depends on the course outline development process rigorous and effective. Therefore, to discuss across the Taiwan Strait related to literacy teaching syllabuses, analyze their characteristics, in order to develop as a lesson outline, as well as teaching at the cross-reference, the purpose of cultural and educational exchanges. From the lesson outline and comparison, to understand the differences between the two sides of literacy teaching each other, look out for the common elements of teaching literacy to literacy teaching across the Taiwan Strait little more circumspect.