《语文课程标准》指出要让学生喜欢汉字,有主动识字的欲望。对于刚刚入学的一年级学生来说,一打开课本就是大量的、抽象的归类识字,孩子们就觉得枯燥乏味。作为教师一定要在起步阶段避免识字教学过程中的枯燥乏味,我认为应该根据学情灵活调整教学思路,创造性地利用课堂中的生成性教学资源,才能充分调动起儿童识字的兴趣,不断激发学生去体验识字的乐趣,只有这样,学生才能乐于识字、主动识字。一、设境导学“知之者,不如好知者,好知者,不如乐知者”。低年级的孩子特别活泼好动,对身边的一切都充满好奇。如果在 “Chinese Curriculum Standard” points out that to make students like Chinese characters, they have the desire to take the initiative to read Chinese characters. For first-year students who are just enrolled, children start to feel boring as soon as they open a textbook that is extensive and abstract. As a teacher must be in the initial stage to avoid the boring process of literacy teaching, I think it should be based on the situation of flexible adjustment of teaching ideas, creative use of creative teaching resources in the classroom to fully mobilize the interest of children literacy, and constantly inspire students To experience the fun of literacy, the only way students can be happy literacy, active literacy. First, set the environment to guide learning “Known, as good as those who know well, good to know those who are not as happy to know.” The lower grades are particularly lively and curious about everything around them. If at