差异教育理念下，小学低段学生识字习惯现状分析及 - 杭州市天长小学.doc

小学低段学生识字习惯现状分析及养成对策研究 目 录 目 录··························································1 【摘要】··························································2 1.问题的提出····················································2 2.理论基础 ····················································3 2.1习惯 ····················································3 2.2学习习惯···················································3 2.3识字习惯···················································3 2.4识字习惯养成···············································3 3.研究设计 ····················································3 3.1研究目的与内容·············································3 3.2研究方法与步骤·············································4 4.研究结果 ····················································7 4.1低年级学生识字习惯现状分析 ································7 4.1.1低年级学生识字学习对他人的依赖性强····················7 4.1.2低年级学生使用的识字方法单一，未掌握丰富的识字方法····7 4.1.3低年级学生形近字、音近字的区分能力较弱················8 4.1.4低年级能主动地选择经常出现的识字方法进行自主识字······9 4.1.5低年级学生在语境中识字的能力较好······················9 4.2低年级学生识字习惯养成影响因素现状分析 ····················9 4.2.1低年级学生学前识字基础调查分析························9 4.2.2低年级学生识字兴趣调查分析····························10 4.2.3 教师识字教学现状调查分析 ·····························11 4.2.4 家长课外识字指导现状分析······························12 4.2.5 现有识字水平评价现状分析······························14 4.3低年级学生识字习惯培养策略 ·································15 4.3.1 关注学生的识字起点差异，不同阶段养不同习惯···········15 4.3.2 用多种方式维持和激发学生的识字兴趣，以兴趣带习惯 ····16 4.3.3 教师的课堂识字教学应少分析讲解，多运用实践···········18 4.3.4 多种方式改变家长课外指导的机械重复性·················19 4.3.5 构建多种评价方式，指向识字习惯的考察与评价···········20 5.研究成效·······················································21 5.1探索了低年级学生识字习惯培养的策略·························21 5.2促进了学生良好识字习惯的养成·······························22 5.3提高了教师识字教学的专业化水平·····························23 6.结束语························································23 小学低段学生识字习惯现状分析及养成对策研究 杭州市天长小学 高 丹 【摘要】小学一二年级是学生求学的起始阶段，低段学生正处于不断探索、不断求知、逐渐形成自己独特学习风格的关键时