识字是阅读和写作的基础,因而,理应是小学一二年级语文教学的重点。但是,长期以来,在具体教学实践中,识字教学往往被视为纯技能性(单一注重笔顺笔画)的训练,单调地读,重复地写,机械地识记,学生不堪重负,而结果却是事倍功半。究其原因,在于识字教学忽视了汉字的造形特征及表意功能,也忽视了识字主体——小学生的认知能动性。《语文课程标准》明确要求教师应既重视以识字技能为重点的认知目标,又应关注以创新意识和实践能力为重点的发展目标,培养学生的研究能力 Literacy is the basis of reading and writing, therefore, should be the focus of primary and secondary Chinese teaching. However, for a long period of time, in specific teaching practice, literacy teaching is often regarded as a purely technical training (single-stroke strokes), monotonically reading, repetitively writing, mechanically marking students overburdened, and the result is Do more with less. The reason is that literacy teaching ignores the formation of Chinese characters and ideographic functions, but also ignores the main literacy - primary school students cognitive initiative. The Chinese Curriculum Standard clearly requires that teachers should attach importance not only to the cognitive goals that focus on literacy skills but also to the development goals that focus on innovation and practical ability to develop students’ research capabilities