随文识字,作为一种主流识字方法,因其独特的优越性而广受青睐。但是长期以来,因其在阅读教学中的尴尬身份和处境也让它常常与文本阅读发生种种摩擦,诸如“走马观花”(过程简化——字词教学程式化、机械化)、“各自为政”(方式分化——识字、阅读“两段清”“两张皮”)、“横插一杠”(出场僵化——穿插突兀、过度,打断文本阅读的整体连贯性)、“蜻蜓点水”(目标弱化——识字教学走过场,成为课堂的摆设、阅读的附庸) Literacy, as a mainstream literacy method, is widely favored for its unique superiority. For a long time, however, it often causes friction with text reading due to its embarrassing identity and situation in reading teaching, such as “cursory” (process simplification - word teaching programming, mechanization), “ ”(Differentiation of ways - literacy, reading “ two sections of the Qing ”“ two skins ”), “ horizontal insert a bar ”(played rigid - interspersed with unexpected, excessive, interrupted reading the text Overall coherence), “superficial” (target weakening - literacy teaching through the field, become the classroom furnishings, reading the vassals)