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新课标在识字、写字方面,实行“认写分开”,提出“认识”、“学会”两种要求,在第一学段明确提出要“多认少写”。“多认”,有利于学生尽早、尽快、尽可能地多认字,以便尽早进入汉字阅读阶段。这对培养学生阅读能力,培养获取信息的能力都有重要意义。但我们不难发现,低年级学生识字在音、形、义三个方面中,认识字形是难点,解决了这一问题就为提前阅读创造了有利的条件。那么如何突破这一难点呢?下面就字形教学方面谈谈我的体会。
The new curriculum standards in literacy, writing, the implementation of “separate recognition”, put forward “understanding” and “learning” two requirements, clearly stated in the first session to “recognize more and write less.” “Recognize more” is conducive to students as soon as possible, as soon as possible, as many words, in order to enter the Chinese characters as soon as possible reading stage. This is of great importance to students’ reading ability and their ability to acquire information. However, we can easily find out that in the three aspects of tone, shape and meaning, the literacy of lower grades students is a difficult point. Having solved this problem has created favorable conditions for reading ahead of time. So how to break through this difficulty? Here to talk about the aspect of my teaching experience.