培养学生喜欢学习汉字的兴趣,激发学生主动识字的愿望,这是小学低年级识字教学的基本目标。因此,在低年级识字教学中,创设识字情境,教给识字方法,注重识字过程,巩固识字成果,是引导学生主动识字的有效策略。一、创设识字情境经验告诉我们:识字不能孤立地进行,而要在具体的语言环境中识字,在积累词语中识字。这里所说的语言环境,是一个比较宽泛的概念,它既包括课文,也包括句子乃至短语,还包括 Fostering students ’interest in learning Chinese characters and stimulating students’ desire to take the initiative to read Chinese characters are the basic goals of primary-level literacy teaching. Therefore, creating literacy situations, teaching literacy, focusing on literacy and consolidating literacy results in low-grade literacy teaching as an effective strategy to guide students’ initiative in literacy. First, the creation of literacy experience tells us: literacy can not be carried out in isolation, but in a specific language environment literacy, literacy in the accumulation of words. The language environment here is a relatively broad concept that includes both texts and sentences and even phrases. It also includes