识字与写字学习评价的内容与方法

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1、识字与写字学习评价的内容与方法二、识字与写字学习评价的内容与方法识字与写字学习评价，主要是以下五个方面：一评汉语拼音能力，二评识字数量与质量，三评识字能力，四评写字能力，五评识字写字的情感、态度和习惯。（一）汉语拼音能力评价学生学习汉字以前，一般要先学习汉语拼音。学生看见字形能读出来，最好的办法就是利用汉语拼音。汉语拼音能力，主要是拼音的认读和拼读能力。评价学生的汉语拼音能力，要重在考察学生认读和拼读的能力，以及借助汉语拼音认读汉字、纠正地方音的情况。学习汉语拼音时，要求学生能够读准声母、韵母、声调和整体认读音节；要能够准确地拼读音节；正确书写声母、韵母和音节；认识大写字母，熟悉汉语拼音字母表

2、。教师要教给学生拼读要领。一般地说，学生熟练掌握了这些，能够准确地读出汉字的音，就能够顺利识字，就为学习普通话创造了条件。评价学生的汉语拼音能力，可以采用如下方法：让学生认或写字母和音节，拼音练习，读声调练习，认字母表，大写字母，进行易混的声母或韵母的比较，i、u、开头音节与其他声母开头的音节的比较等，考查学生的音节拼读熟练程度。也可以要求学生听音节，阅读纯拼音读物，按照其听、读的正确率来判断学生的能力水平。比如，采用拼音识字，将一些字形有联系的独体字，打乱顺序排列在一起，让学生分成组，并注上汉语拼音。如：白自，王玉主，刀力。随着年级的升高，汉语拼音常出现回生的现象，甚至遗忘。因此，要不断提高

3、汉语拼音能力，必须克服回生现象，在识字、阅读、写作中不断运用这个工具。（二）识字数量与质量的评价识字数量与质量是一个学生识字学习是否成功的重要因素。在识字评价中，一般要考虑两个方面：识字数量方面的评价。评价学生的识字数量，要根据年级的不同采用不同的评价要求。义务教育课程标准在四个学段识字目标中规定：12年级，认识常用汉字16001800个，其中8001000个会写。34年级，累计认识常用汉字2500个，其中2000个左右会写。56年级，累计认识常用汉字3000个，其中2500个左右会写。79年级，累计认识常用汉字3500个，其中3000个左右会写。识字数量的评价，要以课程标准规定的目标为依据。

4、如果学生在相应年级识字数量没有达到课标规定的要求，就说明识字教学是不成功的。识字质量方面的评价。主要是评价三方面内容：一是认清字形，二是读准字音，三是理解字义。认清字形。汉字是一种特殊的方块图形，它由不同的基本笔画（点、横、竖、撇、捺、提、折、钩）按一定的数量（几点、几横等）、一定度量（笔画的长短、口出与否、封口与否等）和一定的空间配置（左右、上下、内外等）组合而成的。由于汉字数量多、结构复杂、笔画杂乱、类似性大、差异性小，仅字形方面就具有笔画系统、部位系统、偏旁系统和不同的结构方式等特点。这就增加了学生对汉字的感知和分析综合的难度。识字过程中，教师要教给学生汉字结构规律，使其掌握分析字形的工

5、具。一般要求教好笔画、笔顺、偏旁部首、间架结构、构字率强的独体字。认清字形，是要评价学生能否正确感知字形结构和空间配置，精确辨认字形的细微差别，把握字的左右、上下、内外等方位，并心记手写。一般可采用下面的评价方法：独体字与合体字的比较，音近字、形近字、形声字、反义字、多音字、多义字的比较，常用或易混字偏旁的归类与比较，错别字纠正，查字典等。比如，学习“吹”字，学生1说，左边是口字旁，右边是个“欠”字；学生2说，左边是口字旁，右边是“歌”字的右半边；学生3说，左边是口字旁，右边上方是撇、横钩，下边是个“人”字。我们就可以评价说学生1和2的识记方法好。因为能用部件来记的字形，最好别让学生用一笔一画

6、的零件来记，以简化与缩短学生识记的心理过程。读准字音。要借助学习汉语拼音帮助学生识字，学习普通话。我国有八大方言区，不同地区的人们对一个字的读音差别很大。只有读准字音，才能克服方言，推广普通话。低年级读音评价的重点，在于正确拼读，对于声母、韵母、调值等的评价要求，只在于能读准并能正确抄写，而不在于默写。高年级的读音评价要逐步提高要求。需要注意的是，教师教学生读拼音，应该先声母再韵母，读韵母时要直接读出本字的声调，而不可将韵母全部按阴平调值读出来后再加上这个字的本调。如“巧”字，不可拼读成“q-io-qio（期腰巧）”，而应该按照韵母上声调直接拼读成“q-io-qio（期摇巧）”。拼读“做”字，

7、不可拼读成“z-u-zu（资窝坐）”，而应该直读韵母的声调“卧”连拼成“z-u-zu（资卧坐）”。评价学生的字音掌握情况，还可以进行同音字比较，启发学生从词义的使用对象、词的搭配上辨认比较。如：zu做 （做工）（做事）（做操）坐 （请坐）（坐下）（坐位）座 （一座）（座钟）（让座）在同音字辨析中，加强了汉语拼音与字之间、字与字之间、字与词之间、词与句之间的联系，学生的识字质量自然会得到逐步提高。理解字义。汉字字义学习的困难在于有单音词和多音词之别，有一字（词）多义和一义多词等特点。理解字义，要按照“字不离词，词不离句，句不离文”的语文规律教学生识字，教师要让学生学会在一定的语境中去理解字（词）

8、义。低年级学生对字义的理解，只要求理解基本意义，不要求掌握全部意义。随着识字量的增多和知识经验的丰富，对字义的理解会越来越深刻，高年级学生就要理解字词基本意义之外的引申义了。可通过查字典使学生初步掌握理解字义的工具，评价学生查字典的速度、选择词义的能力。比如，“绝技”一词，“绝”有几种解释，启发学生思考后，确定在几种词义里应该用第三种：极端的，引申为少有的，没有人能赶上的。然后再让学生联系“技”，说出整个词的意思：绝技，就是少有的，没有人能赶得上的技巧或本领。评价学生识字的质量，还可以考查识字的正确率、听写的正确率等。QcWA3PtGZ7R4I30kA1DkaGhn3XtKknBYCUDxqA

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