2011 11 1

2007 12

(
,

2008.6
2008.5

2008.7

2008.12

)
2009
(

2009

2008

1..M..1981.
2..M..1997.
3..M..1999.
4.J.
.20021112 :9867
5..
J.. 1999(4)

2011 11 7

 _____________

U D C ______________

______________

10094

Abstracts
The paper research primary coverage that in is literate under the teaching goal instruction
(Comprehensive grasp the relation of Chinese character sound, shape, meaning and grasp science
Chinese character study method and Builds the foundation for later written reading and the language
expression )we should analyze comprehensively discipline knowledge ,discipline structure and
learner cognition ability correlated with literate teaching. In view of the teaching actual situation of
our country's elementary school, we propose research frame and carry on the analysis and the
discussion to these frame content. .
First part. this is the research present situation and the question proposed. In view of prepares the
question which we should study, we point out literate of the teaching research present situation which
6

studies in the present situation, as well as these research results get up any inspiration to the present
paper. In this foundation we propose literate question which the teaching contradiction and the
present paper which must study.
Second part. this part is literate the teaching theory to rest on. From elementary school stage child
cognition characteristic, some characteristic of Chinese character, Liushu theory and so on, we will
explain theory of literate teaching research in selementary school.
Third part this part is literate the teaching method introduction and commentary. We will introduce
the influential literate teaching method after the founding of the nation. For example, the centralism
literate and the dispear literate.we theoretically make some to these teaching method to discuss and
attempt in to analyze the advantage and in the shortcoming of each teaching method and summarizes
rule.
Fourth part. This part is literate the teaching practice to study () .our elaborates emphatically is
literate the teaching relations and to is literate teaching influence with literate teaching gradual
characteristic,glyph structure cognition, Chinese sound, shape, righteousness cognition process,
Intelligence factor(memory principle, exudes the principle ,prototype theory, Psychology factor and
so on), non-intelligence factor(interest, emotion, will).
Fifth part. This part is literate the teaching practice to study (). The primary coverage is propose
several view of the literate teaching practice to our country. Namely, in the literate teaching we have
to take the Chinese character glyph research,.In the literate teaching we have to take the spoken
language and written language relational.We must correctly understand and solves erroneous
character question in the teaching. Literate teaching method should be use comprehensively. We
enhances the student ability and efficiency of the literate teaching comprehensively

Key Words
The teaching of literate Literate method

Study of Chinese character glyph

Psychology

1
1

 7
7
8
9
11
11
12
17
17
17
20
22
25
27
27
29
31
32
35
36
38
1 41
2 44

50 80


20 1958
195819601960
19841987
1987

20 90

1994 2006

()
1.,

,1

,
,
3
,
4
,,

2.

5, ()
(), ,
, , ,
6
10

1.
8
4 2

9
7
10
13

10 96

C.A.Perfetti L.H.Tan

Sananuma etal
11
1990 3
1992 4
1997 1
1992 2
1998 4
2.

12
13

14

15

11

12
12 12
16001800 8001000
()

,
1.

2.

1.

12

2.

3.

13



()

14

()

16,

()

()

15

, , ,

,,

16

qing

,
,() , ,

17



1978

1
7

()
,
,
, ,
, ,
: , , ,
,
()
1958
1982

()

1991

()
1958

18

1958

a
b c d

()

()
1.

2.

19


3.

()

1.

2.

17
3.
20

( 54.4%) 50%

18

()
1.

2.

3.,,

4.,

21

()

22

19

20

()

21

23

()

()
24

25

26

27

()
1.

12

2.

25

b rn
r
A
m
h
zu
yu
B

A B

A
B

()

28

29

2,

()
26

2001 258

()

27

()

()

()

28

()

29

1994 8

23

A
(1)

(2)

30

(3)

1
23

qing

31

12 1

32

,
,
()

33

2000

,,
,
,

34

35

36

[1] J .

.20021112 :9867
[2].J.

().20021:58
[3].

J..19994:64
4

[4].J. 19995:72

[5].J..19993:36

[6].J..20055:58

[7].J..19964:65

[8].J..20034:39

[9].J..20005:48

[10].J..19983:59
[11].J.

().20022:98
1

[12]. J..19951:74

[13].J..19982:26

[14] . J .

.20014:19
1

[15].J..20044:38

[16].J..20014:26
[17].--J.

. 1996(4) :54
1

[18] . J . .

200012:51
1

[19].M.:.1999:106

[20].J..2000.2:50

[21].M.:.2001:67
[22].M.:. 2005.p97

[23].J..
196512:5761
.J..19633
4:5879

[24].J.
.19971:37
[25].
M.:.1992:258

[26].J..19952:56
[27]Rubenstein H, lewis S S, Rubenstein M A. Evidence for Phonemic recording

in visual word recognitionJ. Journal of verbal learning and verbal

Behavior, 1997,10:647-657
2

[28].J..19984:64

[29].J..19942:61
[30].M.: 1986:10

[31].M.:.1999:68

[32].J..20012:30

[33].M.:.2004:310

[34].J..20066:29

[35] .M. .

:.1997:759
[36] .M.

.:.1981:217
[37].

J..19994:31
[38].J..20012:38

[39].J..19886:34

[40].M.:

.1992:47
[41].M.:.2004:47

[42].M.:.1980:24

[43].J..200210:81

[44].M.:.2006:177180


[1].M..1981.
[2].M..1984.
[3].M..1990.
[4] M. 1993.
[5].M.
.1996.
[6].M..1997.
[7].M..1998.
[8].M..1999.
[9].M..1999.
[10].M..2000.
[11].M..2001.
[12].M..2001.
[13].M..2001.
[14].M..2002.
[15].M..2002.
[16].M..2002.
[17].M..2002.
[18].() M..2004.
[19].M..2004.
[20]M...2005.
[21].M..2005.
[22].M..2006.

[1].J..1997(1)(6)
[2].N.1998-3-12(6)
[3].J.
. 1998(12)

[4].J..1999(3)
[5].
J.. 1999(4)
[6].J. 1999(5)
[7].J..1999(6)
[8].J..1999(9)
[9].J.
.1999(11)
[10].J..1999(12)
[11].J..2000(5)
[12].J. 2000(12)
[13].J..2000(12)
[14].J..2001(1)
[15].J..2001(2)
[16].J..2001(3)
[17].J..2001(4)
[18].J.
().2002(1)
[19]J.2002(9)
[20].J.
2002(1)
[21]J..200211
12
[22].J..2003(1)
[23]. J. 2003(6)
[24]. .J..2004(3)
[25].J..2004(4)
[26].J..2004(7)
[27].,J. ().

2005(10)
[28].J..2005(11)
[29].J..2005(11)
[30].J.() .2005(12)
[31].J..2005(14)
[33].J..2005(14)
[34].J..2006(4)
[35]. J..2006(6)
[36].J..2006(6)
[37].J..2006(8)
[38].J..2006(10)

1958

1960

19781.
2.
3. 19581.
2. 19821.

2.
19521.
2.
3. 19811.

2. 19601.
2.
3.
4.
19781.
2. 19911.


2.
3. 19651.
2.
3. 19901.

2. 19871.
2.
3.
4. 19891.

2.
3. 19871.
2. 28 1000 19841.

2.
3.
19681.
2.
3.
1.
2.
3.
4. 19871.

2.
3. 1.
2.
3. 1999

2001