分散教學法之餘－談漢字教學強化策略

Outside the Decentralized Teaching Method-Talking about the Strengthening Strategy of Chinese Character Teaching

周碧香

《語文教育學報》 5期 (2019/12) Pp. 1-29

摘要

語文是工具性的學科、一切學習的根柢；識字是語文學習的根本，是自主學習的基石。良好教學成效與穩固學習成效，一直是識字教學、基礎語文工作努力的標的。目前兩岸國語文教材編輯及識字教學法，皆服膺分散識字法的精神，學習者在明確的語境內習得字形、字音、字義，綰結著說話、聆聽、閱讀、作文各領域學習；於此，教師極其重要，指導學習者在語文環境裡建立與知識的連結。當今，我們正面臨著教育改革及快速變化，教師如何迎向改變？在原有的框架，突破既有教學法的限制，而有規律、有次第地教學，展現有效的教學成效。本文從識字科學化角度切入，對比兩岸國語文課程綱要識（寫）字能力指標、生字，思考語文教師應如何兼顧穩固和擴展、詞本位與字本位的融合點，提供有效教學、穩固學習的可行策略，期盼為語文教育盡一己之力。

關鍵字

分散識字教學 ； 圖解識字教學 ； 教師知能 ； 學習成效 ； 識字科學化

並列摘要

Language is an instrumental subject, the root of all learning; literacy is the foundation of language learning, the cornerstone of self-learning, good teaching effectiveness and solid learning effectiveness. It has always been the target of literacy teaching and basic language work. At present, the editors and literacy teaching methods of the Chinese language teaching materials on both sides of the strait are all in the spirit of decentralized literacy. Learners learn the glyphs, pronunciations, and meanings in a clear language, and learn to speak, listen, read, and essay in various fields; Teachers are extremely important to guide learners to build connections with knowledge in the language environment. Faced with education reform and rapid changes, how can teachers face change? In the original framework, we will integrate and lead, break through the limitations of existing teaching methods, and have regular and secondary teaching to create effective teaching results. This study cuts into the scientific orientation of literacy, compares the literacy (writing) ability indicators, literacy of the Chinese language syllabus of the two sides of the strait, and considers how the Chinese teachers can balance stability and expansion, the integration of the word and the word. Provide effective strategies for effective teaching and learning, and look forward to doing our part for language education.

並列關鍵字

decentralized literacy teaching ； graphic literacy teaching ； teacher knowledge and skills ； learning effectiveness ； scientific literacy