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由于“四人邦”的干扰破坏，再加上个别同志对低年级识字教学的复杂性和意义认识不足，过去在教学实践中往往不能自觉地贯彻以识字为重点的原则，教学的一般顺序是：第一课时学习生字，第二课时分析课文，第三课时综合练习。分析课存在着不能以识字为重点、架空讲读的问题。第三课时实际上是以第二课时所剩的内容和书后作业为内容，教学忽而朗读，忽而复述，忽而口头造句，忽而讲授标点，内容庞杂，平均用力。这样，就不能以识字为重点，影响了识字教学质量的提高。为了改变这种状况，我觉得必须明确和做到以下几点：
Due to the interference and destruction of the “gang of four” and the lack of understanding on the complexity and significance of literacy teaching in lower grades by individual comrades, in the past, the principle of literacy was often not conscientiously implemented in teaching practice. The general order of teaching : The first class when learning words, the second class analysis of the text, the third class comprehensive exercise. There is a problem in analytical class that can not focus on literacy and speak overhead. The third class is actually based on the contents of the second class and homework as the content, teaching suddenly read aloud, and then repeat, and verbal sentences, and suddenly punctuate, content is complex, the average force. In this way, we can not focus on literacy, affecting the quality of literacy teaching. In order to change this situation, I think we must make it clear and do the following: