全语言教育（whole language）
目录
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[编辑] 英语的全语文
全语言教育的教育目的在改进语文教学。在英语教学中通常会字母拼读法(phonics)一起被讨论，视為两个相异的教学方式。
虽然全语文教学的运动，在北美可以视為是对字母拼读法教学的反思。但当全语文概念传入中文的语文教学时，其内涵及意义上都有一定程度的改变。
根据全语言的理念，教导语言时，不该将语言分割成不同的技能，然后分别教授，而应该将语言视為是一个整体的沟通系统，让学习者够过亲身的经验来学习。
在英语的教学上，全语言的理念鼓励儿童去猜测发音，而非著重在教导学生见字发音的能力，或是记忆单字的能力。全语言运动中，一篇重要的论文标题即是reading is a psycholinguistic guessing game(Goodman, 1967)
The components of a whole language literacy program include
- literate classroom environment
- reading to and with students
- individualized instruction
- independent reading
- students as authors
- integrating literacy skills into curriculum across disciplines
- increased parent involvement
Critics of "whole language" maintain that it is less effective than the traditional phonics-based approach. Proponents maintain that it does incorporate phonics. It has also been noted that non-alphabetic languages can only be taught "whole language", one pictogram or character at a time.
It also has been noted, that although people really do read on whole language principles, some believe that you first must learn how to read phonetically before naturally progressing to reading whole words and concepts rather than letters and sounds, which happens to almost all effective readers. In contradiction to the pictographic point of above, some have made the simile that teaching a phonetic language using Whole Language is like teaching people to read chinese without teaching them how to write the letters, which would hamper a person's ability to remember and distinguish between letters.
[编辑] 中文的全语文
[编辑] 外部链接
- Whole Language in an Elementary School Library Media Center. ERIC Digest.
[编辑] 参见
- Reading recovery