目前,全国识字教学有多种流派,如,集中识字,分散识字,多种形式识字,注音识字,部件识字等等。这些流派在识字方法上各具特点,但在互相学习、渗透中也形成了一些共同的认识。其中,“在语言环境中识字”已逐渐被各家所接受,成为共同恪守的识字教学的一条原则。因此,现行的小学语文教学大纲提出、义务教育大纲重申:要在语言环境中教识字。 在语言环境中教识字,就是在识词中识字,在学句中识字,在阅读中识字。使识字结合一定的语言环境进行,而不是脱离语言环境孤立地识字。 长期以来,在识字教学的历史上占统治地位的,是孤立识字。1958年,斯霞老师提出“字不离词、词 At present, there are many genres of literacy teaching in the country, such as centralized literacy, decentralized literacy, multiple forms of literacy, phonetic transcription, component literacy, and the like. These schools have their own characteristics in terms of literacy methods, but they also form some common understanding in mutual learning and infiltration. Among them, “literacy in the language environment” has gradually been accepted by all, as a common principle of teaching literacy. Therefore, the current syllabus for primary Chinese schools proposed that the compulsory education syllabus reiterated that teaching words should be taught in a linguistic environment. Teaching language in the language environment, is the literacy of literacy, literacy in learning sentences, literacy in reading. Literacy combined with a certain language environment, rather than literacy in isolation from the language environment. For a long time, the dominant position in the history of literacy teaching was isolated literacy. In 1958, Si Xia teacher put forward the word "word, word