Research achievements and enlightenment of scientific literacy teaching in recent 40 years
近40年科学化识字教学的研究成果与启示

摘要

自上世纪80年代至今，我国对科学化识字教学的探索大致经历了三个阶段，即从关注汉字本体，到关注识字的数量和速度，最后又回到关注汉字本体，并与传统文化教育相关联。研究的内容涉及汉语拼音知识、识字教学方法、识字教学大纲、识字教材、识字与读写的关系等方面，在理论和实践上均取得了诸多成果。联系当下的识字教学现状，识字教学的科学化要继承以往的研究成果，遵循教育教学规律，在语文教材的系统性编写、口语字频测查、教学观念普及和教师素养提升等方面做更进一步的探索。

Abstract

Since the 1980s, China's exploration of scientific literacy teaching has roughly gone through three stages, namely, from focusing on the body of Chinese characters to focusing on the number and speed of literacy, and finally back to focusing on the body of Chinese characters, which is related to traditional cultural education. The research covers the knowledge of Chinese phonetic alphabet, literacy teaching methods, literacy syllabus, literacy textbooks, the relationship between literacy and reading and writing, and has made many achievements in theory and practice. In connection with the current situation of literacy teaching, the scientization of literacy teaching should inherit the previous research results, follow the laws of education and teaching, and make further exploration in the systematic compilation of Chinese textbooks, the testing of spoken word frequency, the popularization of teaching concepts and the improvement of teachers' quality.