在学生快乐而充满新奇的儿童时代进行识字教学,我们需要积极注入许多快乐元素。本文在遵循儿童身心发展规律的基础上,围绕“快乐”这条主线,以“兴趣”、“思维”、“生活”三个主题词展开了对识字教学快乐场景的编织。在这种场景里,学生能感受到学习和创造带来的快乐,从而愿学;能够有快乐的体验,从而好学;能够有展现的机会,从而爱学。显然,学生的主体地位得以确立,原先的“苦学”变成了“乐学”。 We need to actively inject many happy elements into our literacy teaching in a fun and novel childhood. Based on the law of physical and mental development of children, this paper focuses on the main line of “happiness”, launches the happy scene of the teaching of literacy with the words “interest”, “thinking” and “life” Weaving. In this scenario, students can feel the happiness brought about by learning and creation, so as to learn; to have a happy experience, so as to learn; to have the opportunity to show, and thus love to learn. Obviously, the dominant position of students was established. The original “Learning Hard” became “Musicology.”