國小高年級國語教材之研究

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Title:	國小高年級國語教材之研究 Research On The Teaching Materials Of The Chinese Language Subject Of The Fifth And The Sixth Grade In Elementary Schools
Authors:	何美鈴
Date:	1985-06
Issue Date:	2011-12-07 11:39:28 (UTC+8)
Publisher:	臺北市立師範專科學校
Abstract:	中文摘要　　語文是日常生活中必備的基本知能，因此各級學校教育均甚重視語文學科。國民小學的國語教學，更是各科學習的基礎。國小高年級學童正理性逐漸萌展，又值形式操作期，故此階段國語教學在整個語文教學中佔極重要的地位。國立編譯館主編的國語課本和國語習作是國小教師、學生所用的統一教材，研究所指的教材即以此為限，然接受、學習教材的是學生，故教材是否適合學生的能力、學習興趣及需要，都將影響教學目標的達成。故本研究從學生學習的觀點來探討國小高年級國語教材。　　本研究先經由文獻探討，以了解高年級國語教學的目標和內容，教材選擇、組織的原則，及此階段學童的發展和學習；並分析國小高年級現行國語教材的內容；再依學生的能力、興趣、需要，編製「國小高年級學生對國語教材意見調查問卷」，探詢學生意見。　　根據研究結果，提出以下建議，供教材編輯及教師教學之參考：　　一、國語課本的內容，宜包括讀、說、寫、作四項教材。應以「課文」為中心，配合編列閱讀、說話、作文、寫字等材料。　　二、課本中每一單元的「中心思想」宜標示出來，以便學生探討課文旨意，把握單元主題。　　三、課文部分宜增列「題解」、「解釋」、「問題與討論」、「句子的型式」等項資料。　　四、宜自五年級起，配合單元內容及本冊已習單元，編列「學習指導」。　　五、國語課本與國語習作宜密切配合，妥當編排復習教材、補充資料、練習材料等。　　六、課文內容要生動有趣；韻文（詩歌）和記敘文（抒情類和歷史故事）尚宜增加。　　七、課文詞句以「淺顯易懂」最為重要。生字要能重覆出現，並擴充其詞彙；生字安排避免出現於人名、地名中。　　八、課文中的生字新詞（包括破音字），宜加注國音。　　九、對國語習作中，學生感覺困難的項目，宜酌減或改變方式，並配合國語課本，增加「單元評量」。　　十、國語課本插圖宜多利用生動、活潑的彩色照片；國語習作可酌加彩色插圖。 Abstract 　　Language is one of the important intellectual capacities in daily life. In elementary schools, Chinese language is the foundation for learning every other subject. For the fifth- and the sixth-grade students, as they are during the formal operations period and are developing their ration-alities, Chinese language education is especially important for them. 　　This research is made by the use of questionnaires on the basis of the abilities, interests and needs of the students to inquire their opinions aboat the teaching materials of the Chinese language subject. In this research, "teaching materials" is specified as the textbooks and the exercise books edited by the National Institute for Compilation and Translation. 　　The results of this research find: 　　1. Practicing materiale of reading, speaking, handwriting and composing, adapted to each text contents, should be included in textbooks. 　　2. The theme of each unit (three lessons a unit) should be indicated so for the students to discuss and study deep into the texts. 　　3. Subject explanation, notes, questions and discussions, and sentence structures should be added to each text. 　　4. Learning instructions, adapted to contents of each unit, should be included in textbooks of the fifth grade rather than just of the sixth grade. 　　5. Textbooks and exercise books should be adapted closely to each other. 　　6. Text contents should be interesting, and thus rhymes and narratives should be increased. 　　7. In texts, sentences should be easy to understand, new words should be arranged to appear repeatedly, and phrases should be enriched. Besides, the first appearance of a new morpheme had better not come out as a name of a person or a place. 　　8. New words and new phrases of texts should be made phonetic trans-criptions. 　　9. Difficult items in exercise books should be decreased or changed in their forms. Unit evaluation, adapted to textbooks, should be included in exercise books, 　　10. It would be better to adopt interesting photographic pictures rather than painting pictures in textbooks, while in exercise books, it would be better to increase color illustrations.
Relation:	北市師專學報第16期 343-410
Appears in Collections:	[Office of Academic Affairs] 北市師專學報(12-18期)

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