基于儿童思维发展特征的汉字教学路径探究

Exploring the Teaching Path of Chinese Characters Based on theCharacteristics of Children’sThinking Development

儿童思维发展大致经历三个阶段,即“婴儿期”“幼儿期”和“童年期”,其中“幼儿期”和“童年期”是儿童接触汉字、认识汉字的重要阶段,汉字教学路径应当适应儿童不同阶段的思维特征进行探究。针对“幼儿期”儿童,教师可适当利用古文字字形解字、利用幼儿“泛灵论”思维说字、利用幼儿“自我中心”思维说字;“童年期”儿童思维抽象化,教师可沟通字理、字词进行汉字教学。另外,汉字学习亦可培养儿童归纳、辨析、联想思维能力。

The development of children's thinking roughly goes through three stages,namely“infancy”,“early childhood”,and“childhood”.Among them,“early childhood”and“childhood”are important stages for children to be exposed to and understand Chinese characters.The teaching path of Chinese characters should be adapted to explore the thinking characteristics of children at different stages.For“early childhood”children,teachers can appropriately use ancient Chinese character shapes to interpret characters,use children’s“animistic”thinking to explain characters,and use children’s“self centered”thinking to explain characters.During childhood,children’s thinking is abstracted,and teachers can communicate the principles and vocabulary of Chinese characters for teaching.In addition,learning Chinese characters can also cultivate children’s abilities in induction,discrimination,and associative thinking.