【摘 要】
：
教材第一册到第三册的课文大多数是全文注音课文,并且都配上了与之相对应的插图,目的是使学生在识字量还不足以进行独立自主阅读的起始阶段,能够在拼音、图画的帮助下体验自
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教材第一册到第三册的课文大多数是全文注音课文,并且都配上了与之相对应的插图,目的是使学生在识字量还不足以进行独立自主阅读的起始阶段,能够在拼音、图画的帮助下体验自主阅读的乐趣.与此同时,编者还安排了《小蜗牛》等五篇没有全文注音的课文,此外,在二年级的多个《语文园地》中编者也有意出示一连串易混淆、难认识的生字,让学生自主探索,学习生字.对于此类文本,笔者将其归类为“猜识生字”类课文.这类课文的出现,编者有何意图?学生该如何学?教师又该怎样有效地教呢?
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