貴州民族地區(qū)農(nóng)村小學(xué)識(shí)字教學(xué)中文化滲透教育研究——以盤州市雞場(chǎng)坪鎮(zhèn)中心小學(xué)為例.pdf

1、I學(xué)校代碼：10663學(xué)號(hào)：4201230000043貴州師范大學(xué)教育碩士專業(yè)學(xué)位論文貴州民族地區(qū)農(nóng)村小學(xué)識(shí)字教學(xué)中文化滲透教育研究——以盤州市雞場(chǎng)坪鎮(zhèn)中心小學(xué)為例StudyontheCulturalInfiltrationofEducationinRuralPrimarySchoolLiteracyTeachinginGuizhouMinityAreas——TaketheCentralPrimarySchoolofJichangpin

2、gTownPanzhouCityasExample專業(yè)方向：學(xué)科教學(xué)（語(yǔ)文）專業(yè)代碼：045103申請(qǐng)人姓名：任俊導(dǎo)師姓名(職稱)：杜安（副教授）二〇一七年十一月十五日IIIABSTRACTChineseacteristhefirsttouseinthewldinusetodayBystudyingtheacterscangetallkindsofculturalinfmationoftheChinesenationthecultura

3、linfmationnotonlycanletusknowabouttheChinesetraditionalculturetoimproveliteracyteachinglevelqualityismeadvantageoustohelpstudentsinliteracywdsevenmeetwithdifficultiesinreadingcomprehension.FstudentsinGuizhouminityareasle

4、arningChineseisthesecondlanguagelearningwhentostartlearningChineseactersmanystudentsusetheirnativelanguagelanguagesusinglawthinkingissubjecttotheinfluenceoflivingenvironmentespeciallytheentranceofthechildrenatthebeginnin

5、gofunderstingofChineseacterslessspecialprimaryschoolliteracyteachingthegeneraleffectisnotidealtherefetheauthhopethatthroughtheculturalpermeationinGuizhouminityareasruralprimaryschoolliteracyteachingeducationchangeofGuizh

6、oudistressstatusofruralprimaryschoolliteracyteachinginethnicminityareas.Basedonthisthisarticlefirstthroughaccesstoinfmationtoconductthethoughresearchtothecurrentexistingresearchdeterminetheresearchproblemputfwardtheresea

7、rchpurposeresearchsignificancesecondlyintroducestheresearchcontentresearchmethodthroughliteratureresearchthepapercomestotheconceptstheieswerediscussedwithinterviewsurveymethodthenfromliteracyinterestwaymotivationhabitsfo

8、uraspectssuchasallroundgraspthepresentsituationofthestudentsliteracyUsingthequestionnairemethodthepaperdiscussestheinfluenceoffamilyeducationonliteracyteachinginfamilyeducationsuchaseducationdegreeofparentseducationoflef

9、tbehindchildren.UsinginterviewsurveymethodfromtheChineseteachersspecializationlevelofliteracyteachingmethodliteracyteachingdifficultytoundersttheinfluenceoftheteachersofliteracyteachingfinallybasedontheseproblemsthisarti