聋校第一学段人教版新旧语文教材中识字写字内容的比较及教学思考

A Comparison of Literacy and Character Writing Between PEP Versions of Chinese Textbooks for Schools for the Deaf

本研究通过对聋校第一学段人教版新旧语文教材中识字写字内容的比较分析,发现:旧教材先学拼音后识字;新教材先识字后学拼音,学拼音时还同步安排识字、学词、学句;新旧教材认字量均为1200个,旧教材认写同步,而新教材写字量为800个,多认少写;新教材不仅与旧教材一样随文分散识字,还安排识字单元和“识字加油站”集中识字,内容融合了中华优秀传统文化,呈现了多元的识字方法;新教材要求掌握78个常用偏旁,26个常用笔画和10个笔顺规则,写字要求高于旧教材;新教材基本保留了旧教材的练习题型,练习活动也有所创新。本研究建议在聋校语文教学中要注意立足“人文性”和“工具性”,双线并进;要全面把握写字要求,有机渗透;要研究识字教学法,重视培养聋生自主识字的习惯和能力。

This study makes a comparative analysis of literacy and character writing between the new and old PEP versions of Chinese textbooks for schools for the deaf in the first stage. It is found that :(1) the old textbook puts learning pinyin before literacy, while in the new textbook students learn literacy before pinyin, and when leaming pinyin, students learn words and sentences at the same time;(2) both in the new and old textbooks students are required to recognize 1200 characters. But in the old textbook, recognition and writing go hand in hand, while in the new textbook students are required to recognize 800 words, that is, the requirement of character recognition is more than that of character writing;(3) both in the new and old textbooks the characters required for recognition are scattered in the articles. But in the new textbook, there are literacy units and “literacy stations” specifically designed for literacy, with fine traditional Chinese culture integrated in them, accompanied by multiple methods of literacy learning;(4) in the new textbook students are required to master 78 frequently used character components, 26 frequently used strokes and 10 stroke order rules, showing that the writing requirement is higher than that of the old textbook;(5) innovative activities for practice are added to the new textbook. It is suggested that when teaching Chinese in schools for the deaf teachers should take both 4<humanityM and “ instrumentality” into consideration. A full understanding of the writing requirements is essential for instruction and guidance. Teachers should study literacy teaching methods and foster deaf students* habits and ability of learning literacy independently.