识字是儿童从口头语言过渡到书面语言的最初阶段，也是儿童主动阅读、写作的坚实基础。柳斌同志在全国小学语文交流会上谈到：必须肯定，真正意义上的教育，是从识字开始的。人生识字聪明始。
Child literacy is the initial stage of transition from oral language to written language, is also a children's active reading, writing, solid foundation. Comrade LiuBin in exchange conference of the national primary school Chinese said: must certainly, in the true sense of education, from literacy. Literacy clever beginning of life.
为了提高识字教学效率，使学生能够较早地掌握汉语言文字工具，能积极主动、自觉地学习，提高小学语文的教学质量，我们在一年级、二年级进行识字教学改革。在借鉴先进思想的基础上，立足学校实际，并把我校的实际及先进教学思想融会贯通，对小学生多元识字教学进行大胆的尝试与创新。
In order to improve the efficiency of literacy teaching, enable students to master the Chinese language text tool earlier, can actively and consciously learning, improve the quality of primary school Chinese teaching, we literacy teaching reform in grade one, grade two. In reference on the basis of advanced ideas, based on the school practice, and put our actual achieve mastery through a comprehensive and advanced teaching thought, multiple literacy teaching for elementary school students to bold attempt and innovation.
1、保底识字与连带识字
1, guaranteed literacy and joint literacy
课堂识字教学分两部分：一部分是保底识字，既每课生字表中列出的字；第二部分是连带识字，连带识字的方法很多如：同部首连带识字、形近字连带识字、连词识字、连句识字、近义词连带识字、反义词连带识字等。连带识字结合每节课所学的生字而定。对于保底字，要求学生必须会认、会读，而对于连带识字，则放宽要求，第一次见面，只求混个眼熟，允许学生只会认读即可。而这些连带的字在以后的课堂中还会作为连带字或保底字反复出现。
Literacy class teaching is divided into two parts: the part is guaranteed to read, is each lesson words words listed in the table; The second part is the joint literacy, joint to read a lot of methods such as: with radical joint literacy, form nearly word joint literacy, conjunction literacy, connected a sentence read, near synonyms joint literacy, antonyms joint literacy, etc. Joint literacy combined with every lesson learned new words. For guaranteed words, students must be able to recognize and read, for the joint literacy, loosen up, meet for the first time, just mix a little familiar, letting students would only a picture. The joint of the word in the classroom will as joint or guaranteed words appeared again and again.
比如：上学期我在一年级听课，教学内容是一年级下《识字7》,当学到“情”字的时候，老师就有意识地问学生，与“情”字形近的字有哪些，学生积极回忆，你说一个，我说一个，说出“请”“清”“睛”“晴”“精”“蜻”等6个字，教师及时将它们写在黑板上，学生读一读，认一认。用形近字连带识字，让学生认识了一组字。识字教学不再是一个字一个字地学，而是一组字一组字地学。非常巧合，这学期到二年四班听课，王琪老师讲的是24课《日记两则》，其中有一个生字是“晴”，王老师也是用形近字连带识字，这一次学生回答的速度快，以上的那些字又出现了，而且增加了新的形近字“倩” “靓”“婧”等。这样学习汉字的过程，学生眼光变得很开阔，学一个字，复习一组字，学习的效率大大提高了。
Such as: last semester I was in grade one class, the teaching content is a grade under the literacy 7, when learn "love" word, teacher asked students to consciously, and what are the words "love" glyph nearly, students' positive memories, you say a, I said a, say "please" "qing" "eyes" "fine" "pure" such as "ducking" six words, teachers will timely they write on the blackboard, students read and recognize a recognition. With nearly word joint literacy, let the students know a group of words. Literacy teaching is no longer a word a word study, but learn a set of a set of words. Very coincidence, this semester to two years four class, teacher britain-based authority is about 24 class "the diary of the two," one of the new words is "fine", wang also use form nearly word joint literacy, students answer faster this time, above the words again, and added new form nearly word "qian" "beautiful" "Jing" and so on. So the process of learning Chinese characters, students become very open, learn a word, review a set of words, learning efficiency is greatly improved.
这样一来，很多的汉字对于学生来讲就不是一次认识，而是通过多次的见面，循序渐进的完成识记。虽然识字量增加了，但学生的负担并没有加重，再加上只认不写，学生反而学得更轻松，更有效。
As a result, a lot of Chinese characters for students, it is not a known, but by many times meeting, step by step to complete memorization. Although literacy amount increased, but did not increase the burden of students, plus only don't write, students learn more easily instead, more effective.
2、在环境中识字
2, in the environment to read and write
（1）班级物品上的名称标签，班级的标语和板报，都是学生识字的教材。我们的教师每天带领学生认识几个，一段时间后，学生就会自主去认字。
The name of the label on the items (1) class, class's and grade's sign and approved, are students literacy textbooks. Our teachers lead students to understand a few every day, after a period of time, the students will go to read independently.
（2）利用学生的名字识字。一年级的新生入学，自我介绍自己的姓氏，通过介绍人当小老师的方法，让同学们认识了班里的几十个姓氏。然后把名字写在黑板的一个角落，课前教师可以让学生指出自己认识的名字，或以点名的方式，学生很快会记住班级学生的名字，在认识小伙伴名字的过程中增加识字数量。
(2) use the names of the students to read and write. New students in grade one, introduce their surnames, through references when the teacher's methods, let the students know the dozens of surnames in the class. Then write the name in a corner of the blackboard, the class teachers can ask students to point out that you know the name, or by way of naming, soon to remember the name of the class, students in the process of understanding friend name and increase the quantity of literacy.
（3）生活中识字。在上学的路上认认路牌、店名；到超市购物时认认商标、包装盒上的字；节假日外出游玩时认认名胜介绍，公园亭子上和石刻上的字等等，这样不经意间扩大了孩子的识字量。课堂教学中，教师激活学生的生活积累，对生活中认识的字进行运用和巩固。二年四班的王琪老师研究出的方法很好，每个学生准备一个课外识字本子，每天把生活中认识的字剪帖或记录在本子上（每天只要求认识一两个），第二天新课前先交流自己认识的字，你读读我的，我读读你的，相互交流中又增加了识字。
(3) to read in the life. Recognizing to street on my way to school, the name; Go to the supermarket shopping when recognizing to the trademark, the words on the packaging; Holidays when hang out with a serious interest, park pavilion and the words on the stone carvings, etc., this inadvertently increase the children's literacy. Classroom teaching, the teacher to activate students' accumulation of life, to know the words to use and consolidated in the life. Britain-based authority of two years four class teacher research method is very good, each of the students to prepare a extracurricular reading book, every day in the life to know the word cut post or recorded on the notebook (requires only know one or two per day), the second day new exchanges the words you know, before you read me, I read you, communicate with each other in the added to read.
3、辅助识字。我们以《中华字经》为识字辅助教材，《中华字经》是我国历史上第一部，也是唯一的一部按照汉字使用频率编写的《韵文式常用字表》，共四册，每册有1000个不重复的汉字。内容分为天文、地理、人伦、大道、政治、经济、历史、文化、科技、体育……等五十类经典知识。它四字一句，八字一韵，字不重复，读起来朗朗上口，极易记忆，而且内容包罗万象，犹如一部经典文化的小百科。我们要求每个班级组织学生，每天早、午上课前，晚上放学前，各读十分钟《中华字经》，以读为主，认读韵文，不讲解含义，也不要求抄写。每周认读一课，每月进行一次识字大比拼，检验学生识字效果，评出班级识字小能手，并把识字大比拼的成绩与教师的教学业绩挂钩，纳入教师工作业绩考核。
3, assist to read. We take "the word sutra for literacy teaching AIDS," the word sutra is the first in the history of our country, and only a written according to the characters use frequency, the table of the verse style commonly used four copies, each book has not to repeat the 1000 Chinese characters. Content is divided into astronomy, geography, ethics, avenue, politics, economy, history, culture, science and technology, sports... Fifty classes such as classic knowledge. It a four word, eight with a rhyme, words, not repeat, read catchy, easy to memory, and everything, is like a small encyclopedia of classical culture. We asked students in each class, before class every morning and afternoon, the evening before the school each ten minutes to read the Chinese word sutra, mainly reading, reading rhyme, no interpretation of the meaning, also does not require copying. Reading lesson a week, a month on a literacy parade, test the student literacy effect, selects the literacy class small, and lists the literacy achievement and teachers' teaching performance, and incorporated into the teachers' job performance.
低年级识字教学方法多元化，可以使枯燥的识字变得丰富多彩，学生在宽松愉悦的氛围中识字，记忆扎实，识字量增加，提高识字效率，通过课内外多元识字，这样预计两学年的时间学生就可以认识3000多字，为提前读写打下基础。
Junior literacy teaching method diversification, can make the boring literacy becomes rich and colorful, students' literacy in easing the joyful atmosphere, solid memory, increased literacy, improve the efficiency of literacy, by inside and outside class multivariate literacy, expected time of school year students can know more than 3000 words, lay the foundation for early, speaking, reading and writing.金华启明家教www.jhqmjj.com
编辑者：金华启航家教网（www.0579jj.net)