汉语拼音教学难点及其破解的实证研究

An Empirical Study on the Difficulties and Solutions of Pinyin Teaching

汉语拼音进入小学语文教材65年来,教学程式、教学方法不断改进,但教师们仍普遍反映教学效果不尽如人意。调查22省1025名被试发现,汉语拼音教学在声韵调、整体认读音节、书写、拼读上都存在普遍难点,人口因素中仅教师年龄对此产生较明显影响。导致普遍难点的主要原因是教材设计、《汉语拼音方案》尚不完善、教师拼音教学素质尚待提高。为此,汉语拼音教材设计,应进一步凸显重难点,适当安排“再学”,保持i倩n俟倩n完整,补充字母笔画名称;汉语拼音师资培育,职前阶段应密切关注拼音教学实际,职后阶段要争取根据年龄分层辅导;《汉语拼音方案》应改进字母读法标注方式,并增删少量拼写规则。

Chinese phonetic alphabet(Pinyin)has been used in primary Chinese textbook for 65 years,and the teaching procedures and methods have been improved continuously.However,teachers still generally reflect that the teaching effect is unsatisfactory.A survey of 1,025 participants from 22 provinces found that there are common difficulties in the teaching of Pinyin in terms of initials,finals,tones,syllables reading,writing and spelling as a whole.The main reasons are the imperfect design of textbooks,teacher’s teaching quality and the imperfect design of The Scheme for the Chinese Phonetic Alphabet.Therefore,the design of Pinyin textbooks should highlight the key and difficult points of Pinyin teaching,arrange“re-learning”after concentrated learning,regard iɑn and ü ɑn as two whole vowels to teach,and add alphabet name in the textbooks.The cultivation of Pinyin teachers should consider the difference of stages.We should pay attention to the actual teaching situation in primary schools,master the textbook system,and focus on the commom difficulties in teachers’pre-service training,and we can arrange courses or layered counseling according to the ages of trainees in the post-service education stage.The Scheme for the Chinese Phonetic Alphabet should be revised,including improving the alphabet pronunciation or annotation,and adding or deleting a few spelling rules.