Based on the analysis of the misunderstandings that often appear in the classroom, this paper puts forward that teachers should establish literacy awareness, step-by-step awareness and application awareness when using the word-based literacy teaching method, flexibly choose teaching methods such as associative word-based reasoning, riddles, and story-making, accurately handle the relationship between the form and meaning of Chinese characters, and truly implement the literacy teaching goal.

Keywords: misinterpreting the relationship between form and meaning, teaching methods, teaching consciousness and literacy teaching

Literacy teaching is the highlight of Chinese teaching in primary and secondary schools, and teachers rack their brains to improve the efficiency of literacy teaching. With the deepening of research, literacy teaching method came into being and became a school of its own, which was quite influential. The word-based literacy teaching method is a literacy teaching method based on the structural law of Chinese characters from the relationship between the form, meaning and sound of Chinese characters. Based on the theory of words, this paper analyzes the relationship between the form and meaning of Chinese characters and the sound and shape. At present, under the guidance of interesting literacy concept, in the application of word-based literacy teaching method, there is a misunderstanding that teachers misinterpret the relationship between form and meaning of Chinese characters at will, that is, when analyzing form and meaning according to word-based theory, teachers distort the relationship between form and meaning of Chinese characters because of their random interpretation of word sources.

Literacy teaching with distorted form and meaning frequently appears in the classroom. If there is a teaching of "martial arts". The teacher started with the familiar word "bird", and then guided it like this: the bird lost its eyes and its eyes were black (painted). The word "Wu" is interpreted as "filial piety" in Shuo Wen Jie Zi. This is its original meaning. The dutiful bird is a crow because it has a black feather, which later extends to black. Another example is the teaching clip of "Sleeping on Wages and Taste Courage" by Xue Fagen, a well-known special-grade teacher in China:

Teacher: (drawing hieroglyphics of the word "female") Who is this?

Health: This is a woman.

Teacher: (Draw the hieroglyph of the word "slave" again) Although women are very obedient and docile, men still hold women with one big hand, and they can hit and scold if they want. Such a woman is a slave.

The word "slave" is explained in Shuo Wen Jie Zi: handmaiden was a sinner in ancient times, and Zhou Li said that his slave man was a criminal slave, and his female slave was a criminal slave, and he was obedient to his female slave. The "you" here refers to the hand, and so does the person holding something. It can be seen that the original meaning of "slave" refers not only to women, but also to the so-called sinners of the ancients. Although Mr. Xue tried to let students know the original meaning of the word "slave" by showing its ancient font, he made the mistake of narrowing the meaning of the word because of its definition.

This kind of literacy teaching that distorts the form and meaning of Chinese characters has attracted criticism from many experts and scholars. Su Peicheng, president of the Chinese Language Modernization Society and professor of Peking University, pointed out in the article "Don't talk about the theory of characters in literacy teaching" that it is incorrect for people to imagine and infer the meaning of the theory of characters according to the modern fonts and life experience of the theory of characters. Its pseudoscience will not only mislead students, but also spoil the connotation of Chinese character culture and affect the inheritance of Chinese culture. However, it is undeniable that this kind of literacy teaching that distorts Chinese character culture has indeed achieved good literacy efficiency. This seemingly contradictory distortion of the form and meaning of literacy teaching has aroused the author's thinking: in the face of this distorted pseudoscience, teachers should establish a scientific and accurate relationship between the form and meaning of Chinese characters, while middle and low-level students can't tell the accuracy of word reasoning when learning new words, so the key lies in teachers' teaching. What kind of teaching consciousness should teachers establish? It is an effective teaching method to establish the relationship between form and meaning of Chinese characters. In teaching, what methods can teachers use to establish the relationship between form and meaning in order to improve literacy efficiency? The following will be discussed from two aspects: teaching consciousness and teaching methods.

First, teaching consciousness

(A) according to the "rational" awareness of literacy

Chinese characters have the motivation of configuration, and configuration "refers to the reason and basis for each component, even each stippling, to be adopted and combined according to certain procedures." When using the word-based literacy teaching method, teachers are arbitrary in explaining the relationship between form and meaning of Chinese characters, mainly because of the lack of scientific research on Chinese characters in teaching. Therefore, when dealing with the relationship between form and meaning of Chinese characters, teachers should establish scientific consciousness. In other words, the relationship between form and meaning should be based on reason.

First of all, teachers can follow the "word theory" in ancient Chinese (the so-called word theory is the motivation of Chinese character configuration), explore the original meaning, scientifically deal with the relationship between form and meaning of Chinese characters, and avoid thinking about word meaning. There are two reasons: first, not all Chinese characters have literal logic, many words in Oracle Bone Inscriptions have not been solved, and some recognized words can't even tell their motives; Second, the configuration of Chinese characters is not immutable. From ancient times to the present, Chinese characters have undergone simplified and complex evolution in configuration. When the font changes, or the sound and meaning of recorded Chinese characters change, its motivation for word formation will also change, or it will inherit the etymological motivation, or reconstruct the motivation, or it will be hidden or lost. After the change of ci theory, the change of form and meaning of Chinese characters also followed. Therefore, the analysis of the relationship between form and meaning of Chinese characters should be scientifically verified.

Secondly, teachers can establish a reasonable relationship between form and meaning according to the theory of words in New Interpretation of Chinese Characters. With the changes of the times, the gap between the original meaning of some Chinese characters and modern life is getting farther and farther. This will inevitably bring many obstacles for students to understand the relationship between form and meaning of Chinese characters. Can the relationship between form and meaning of Chinese characters keep pace with the times? Mr. Yin Huanxian, a famous linguist in China, said in his "Three Theories on Chinese Characters": "You can advocate a new interpretation of Chinese characters, and the requirements are: healthy thinking, easy to understand, lively and interesting ... anyone who is conducive to literacy teaching need not refuse." Mr. Huang, a famous special-grade teacher and vice chairman of the National Chinese Character Literacy Research Center, also believes that as long as the word "Li" (new word theory) is combined with form and meaning, it can be tolerated and allowed to be established. It can be seen that the relationship between form and meaning of Chinese characters can also be based on the theory of new words with the characteristics of the times.

In short, teachers should have a rigorous and realistic scientific consciousness when using the theory of words to teach literacy, and deal with the relationship between form and meaning of Chinese characters according to the theory of words, so that students can correctly grasp the composition law of Chinese characters, accurately and truly feel the beauty of Chinese characters, and thus learn Chinese characters creatively.

(2) Step by step understanding

When dealing with the relationship between form and meaning of Chinese characters, we should first "follow" the order of word formation. In Chinese characters, the number of pictographs is small, but it is the basis of the formation of Chinese characters. Indicating words are created by adding symbols on the basis of pictograms. Cognitive words and pictograms are often the combination of two or more pictograms or signifiers. As long as pictographs and signifiers are taught, it is unstoppable to teach ideographs and pictographs. In addition, children's cognitive laws are always easy before difficult, simple before complicated. Therefore, when arranging the teaching content, it is advisable to follow the law that pictographs and indicators are first, and then pictographs and phonograms are recognized. For example, when teaching the words "Ben" and "Mo", what should be taught first? Teachers should realize that these two characters are based on the pictographic word "wood", so first teach students to recall the relationship between the form and meaning of "wood", and then teach students to understand that "Ben" means adding a horizontal line below "wood" to indicate the root, and "Duan" means adding a horizontal line above "wood" to indicate the treetop. If the order is out of order, it is putting the cart before the horse. Teach the demonstrative word "Ben" or "End" first, and then teach pictographs.

Secondly, we should "follow" the "order" of learning feelings. The arrangement of literacy content in textbooks is not strictly in accordance with the word formation order of Chinese characters, but today's children are in the era of information explosion and have many pre-school literacy experiences. Therefore, teachers should teach students in accordance with their aptitude when dealing with the relationship between form and meaning of Chinese characters by using word theory. For example, the second new word "Ma" in Book 1 consists of "female" and "Ma". Although the words "female" and "horse" appear in the following text, students already know them before entering school. According to the law that children often start with familiar old knowledge when accepting new knowledge, teachers can start with pictographic characters "horse" and "horse" when teaching pictographic characters. As for the words "bridge" and "pity", textbooks also arrange to know these two words first, and then know the words "Joe" and "past". As students are unfamiliar with the words "Joe" and "past", teachers should not teach the words "Joe" and "past" first, otherwise it will increase students' literacy burden. It can be seen that teachers should "follow" the learning situation in teaching, and cannot forcibly interpret it.

Thirdly, we should "follow" the order of children's cognitive laws. Children in the middle and lower stages need to understand things with images. In the teaching of the relationship between form and meaning by using Ci theory, it is advisable to show the image of Ci theory first and then the abstract new words. For example, the pictographic word "Lao" is taught by the author as follows: first, show a picture of an old man with crutches and Lao in Oracle Bone Inscriptions, then let the students guess what this word is and explain the reasons, then prompt and explain the pictographic word in time according to the students' reasons, and finally demonstrate the evolution of the glyph of "Lao" and show the "Lao" in modern Chinese.

(C) the sense of applicability

Literacy teaching based on word analysis is not suitable for every Chinese character. When choosing teaching methods, teachers should first consider whether this Chinese character is suitable for analyzing form and meaning. If the teaching method of analyzing form and meaning based on Ci theory is not the best choice or meaningless, they should choose another method. For example, I taught the word "Kao" in Lesson 7 of Book 5. Through consulting materials, the author understands that it is a transliteration of "Lao", which originally meant "Lao", but the meaning of "examination and assessment" in modern Chinese was rarely used in ancient times. Since the Han Dynasty when China's imperial examination originated, the meaning of "Kao" has been widely used. In teaching, showing the original meaning of "examination" is not conducive to understanding the meaning of "examination and assessment" in the text. Obviously, it is not advisable to choose the teaching method of analyzing form and meaning when teaching the word "Kao". Therefore, in literacy teaching, teachers should carefully consider the applicability of the relationship between form and meaning in teaching.

Second, teaching methods.

In teaching, it is boring to emphasize the relationship between form and meaning of Chinese characters blindly. Only by adding interest and freshness and stimulating students' enthusiasm and interest in literacy can we appreciate the fun of literacy. When dealing with the relationship between form and meaning of Chinese characters, teachers should absorb all kinds of teaching forms that students like to see and hear, so that students can read efficiently. As Mr. Jia said, as long as it is conducive to improving literacy efficiency, we should absorb various teaching methods. The relationship between form and meaning of Chinese characters is the core of word-based literacy, so the word-based literacy teaching method is suitable for the teaching of the relationship between Chinese characters and meanings. However, due to the widespread misinterpretation of the relationship between form and meaning, the following common teaching methods talk about how to correctly handle the relationship between form and meaning of Chinese characters.

(A) According to the association of "Li"

According to Li, association is to scientifically explain the relationship between form and meaning of Chinese characters according to the theory of words, and then establish the relationship between form and meaning through association.

Today, there is a considerable historical gap and thinking gap between teachers and learners in guiding them to understand the motivation of their ancestors to create words five or six thousand years ago. Establishing the relationship between form and meaning of Chinese characters is an effective way to narrow these gaps. The research of literacy psychology shows that the most effective literacy teaching is to create favorable conditions for children's association. When a child is faced with an ideographic new word, many rich associations will inevitably occur in his mind. If you see the pictophonetic word "dad", some students say that dad has front teeth. Obviously, children's associations are often groundless and need the guidance of teachers. Therefore, when teachers use association method in teaching, they should give scientific guidance according to the principle. If left unchecked, even teachers will turn association into imagination and set up association teaching without "truth" at will, which will not only damage the scientific nature of knowledge, but also affect the inheritance of Chinese character culture by the next generation.

In Li's view, association does not follow the principle of speech. Teachers can give full play to the role of "reason" in teaching, but they should grasp the appropriate "degree"-on the premise of not affecting the relationship between form and meaning of Chinese characters. For example, Si Xia, a famous special-grade teacher in China, taught the word "earthworm" in this way: in the definition, she explained that "earthworm" means worm; When mastering the writing method, she guided it like this. The earthworm's body is sometimes curved, like a bow, and sometimes straight, like a line, so the word "earthworm" is "worm" plus "bow" plus "│". In the teaching of the word "earthworm", Mr. Si Xia first made an accurate interpretation of the word, and then took the word "Yin" as a conscious use without affecting the meaning of the word, so that students could remember the glyph vividly, thus establishing the association of form and meaning. This associative way of the relationship between form and meaning can not only enable students to remember shapes vividly, but also accurately understand the meaning of words.

(2) crossword puzzles

In teaching, it is an effective method to make Chinese characters into puzzles, that is, to make Chinese characters into puzzles about the relationship between form and meaning according to "Li".

German psychologist Ebbinghaus's research on memory psychology proves that the material itself has internal relations and external relations, and the effect of memory meaning mainly depends on the understanding of the internal meaning of the material, which is much better than the material itself, and mainly depends on repeated mechanical memory according to the order of the material. There are close internal relations between the form and meaning of Chinese characters. Therefore, teachers can let students master the relationship between form and meaning of Chinese characters by making up crossword puzzles. For example, Mr. Huang compiled the word "Chao" as "a red sun comes out, and a waning moon hangs in the sky." The explanation of "Chao" in Shuo Wen Jie Zi is Dan's meaning, and the artistic conception contained in the crossword puzzle is a portrayal of dawn and sunrise. This crossword puzzle is also an important auxiliary means for students to remember the form and meaning of Chinese characters and absorb cultural knowledge.

Making up crossword puzzles is a popular literacy method, such as the word "flooded", and students make up "The flood is coming, call for help". On the surface, the relationship between form and meaning is combined in words, but this relationship between form and meaning is difficult to pull. Therefore, teachers should guide the accuracy of the relationship between discourse and principle, otherwise the status of teachers and students in the classroom will deteriorate: students will change from "autonomy" to "self-flow" and teachers will change from "leading" to "not guiding".

(3) Disassemble components and make up stories

Children like to listen to stories, and the teaching of making up stories is most easily accepted by students. Teachers can first disassemble the components of Chinese characters accurately (components are composed of morphemes, which are the units of Chinese character configuration and the configuration elements that directly participate in word formation and play a direct role in word formation). ), scientifically analyze the relationship between the components, and then weave a reasonable story according to the meaning of each component. For example, "Ben" and "Mei" can be disassembled into "wood" and "horizontal", and a teacher successfully taught "Ben" and "Mei" in this way. The teacher first reviewed the relationship between the form and meaning of "wood", and then created a story with various ingredients: parents gave Xiao Ming a gift and left a note with the word "wood" written on it. When he came to the Woods and saw a sign that said "Ben", he knew that the gift was under the tree. Please tell the children why Xiaoming is watching under the tree. On the basis of students' cooperative exploration, the teacher randomly presents the demonstration pictures of the words "wood" and "Ben", associating the relationship between form and meaning, and the students master the root of "Ben". The teacher asked again: If the gift is hung on the treetop, what should I write on the wooden sign? The student said that the wood should be crossed, and the teacher randomly showed the word "end". In a relaxed and interesting atmosphere, students master the relationship between form and meaning of "beginning" and "end".

There are still many literacy teaching methods to establish the relationship between form and meaning. Teachers can't just pursue lively and fancy teaching forms, otherwise students' learning will only stay at the level of mechanical recitation. When teaching new words, teachers should let students happily accept the influence of Chinese character culture in a relaxed and interesting atmosphere, enrich students' minds, let students' spirit grow, and let literacy teaching "add up", thus emitting unique charm.

Word theory teaching method is an effective and powerful teaching method. In teaching, if teachers disassemble Chinese characters far-fetched regardless of the relationship between form and meaning in order to remember, the result will be a violation of the theory of Chinese characters, which will not only make it difficult to cultivate and improve students' correct literacy ability, but also make students' understanding of the language and characters of the motherland deviate from their childhood and even have a negative impact on their lifelong learning. Therefore, teachers should establish a correct teaching consciousness, flexibly use various literacy methods, and accurately handle the relationship between form and meaning of Chinese characters, so as to truly implement the goal of literacy teaching.

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