小学书法校本教材《硬笔书法》　低年级..doc

PAGE PAGE 2 　 前言 2002年国家教育部出台了《关于在中小学加强写字教学的若干意见》其中指出：规范、端正、整洁地书写汉字是有效进行书面交流的基本保证，是学生学习语文和其他课程，形成终身学习能力的基础；热爱祖国文字，形成良好的写字习惯，具备熟练的写字技能，并有初步的书法欣赏能力，是现代中国公民应有的基本素养，也是基础教育课程的目标之一。但是，从目前小学生写字现状来看，不要说汉字书写对学生有着情操陶冶、审美能力培养的作用，就是与“整齐美观”的基本要求也相距甚远。 中国书法将汉字的表意功能和造型艺术融为一体，有着悠久的历史和广泛的群众基础，汉字书写的美学价值得到了超越国界和超越汉字使用范围的承认。因此，写字教学可以陶冶学生情感、培养审美能力和增强对祖国语言文字的热爱和对传统文化的理解，既有利于写字技能的提高，也有利于增进学识修养。当前，我们在重视学生掌握计算机汉字输入技术的同时，必须继续强调中小学生写好规范汉字。在实用角度上，传统文化教育和学生书写能力提高需要加强写字教学；在艺术角度上，写字教学是学生审美能力提高和书法兴趣爱好培养的需求。继承和弘扬中华民族优秀文化，规范汉字书写教学应该加强，让每个人都能写出一手好字！ 目录 前言·····························································2 田字格歌·························································4 第一章：说说字体结构·············································5 第一节 认识独体结构·········································5 什么是独体结构···········································5 找一找哪些是独体结构·····································5 第二节 认识左右结构·········································6 什么是左右结构···········································6 找一找哪些是左右结构·····································6 第三节 认识上下结构·········································7 什么是上下结构···········································7 找一找哪些是上下结构·····································7 第四节 认识包围结构·········································8 什么是包围结构···········································8 找一找哪些是包围结构·····································8 第二章：独体结构·················································9 第一节　独体字（一）“人”、“个”·······························9 第二节 独体字（二）“父”、“母”·······························10 第三节 独体字（三）“千”、“万”·······························11 第三章：左右结构（一）············································13 第一节 两点水“冫”与三点水“氵”····························13 第二节 单人旁“亻”与双人旁“彳”····························15 第三节 木字旁“木”和绞丝旁“纟”····························17 第四章：左右结构（二）············································19 第一节 口字旁“口”与女字旁“女”····························19 第二节 禾字旁“禾”和虫字旁“虫”····························20 第三节 言字旁“讠”、提手旁“扌”、双耳旁“阝”················22 第五章： 上下结构········