四種漢字識字教學方法的比較分析

語文教育學家張志公認為語文有三個關口，其中"字關"是第一關。過了第一關，才能自己閱讀，吸收知識(張志公，1991)。近三十年來，怎樣使兒童又快又有效地掌握常用的漢字，便成為教師學者急切要解決的課題。各種識字的方法也如雨後春筍，應時而生。在各種識字教學法中，最為人熟悉的有：分散識字、集中識字、字族文識字和注音識子、提前讀寫等。這四種識字教學方法不但經過實驗研究，而且各自有配套的小學教科書，供許多小學生使用。本文的目的是：探討這四種識字教學方法的特點，適用的對象，其優點及限制，並列舉有關的參考資料和它們的實驗報告，讓語文教育工作者可以取其所長，為己所用，改進語文教學。
The language educator, Zhang Zhigong, has pointed out that there are three key phases in learning Chinese language; the first is to know the character (張志公, 1991). One can read on his own only when one knows sufficient amount of the characters. How to teach children to learn them at a fast pace has become an urgent issue to be resolved for both language teachers and educators in the recent three decades. Various ways of teaching the characters have been proposed, among which the Decentralized Method, Centralized Method, Family of Characters Method and Phonetic Notation, Read and Write in Advance Method are the best known. These four teaching methods are supported by experimental research, and respective textbooks have also been published and widely used. This chapter aims at inquiring into the features of these four teaching methods, including their merits, limitations, and their target learners. In addition, a list of references for respective teaching methods are attached. It is hoped that language teachers and educators may make the most use of these four methods, thus improving their teaching. Copyright © 2000 The Hong Kong Institute of Education.