低年级识字教学中 ,教师一般带领学生运用多种识字方法识记完生字音形后 ,然后指导扩词明义 ,指导书写。许多学生不感兴趣 ,索然无味。笔者仿佛“意犹未尽”,这样只是“蜻蜓点水”,没有去深钻细研 ,落实语言文字训练 ,这时何妨来段小插曲 ,巧析字义 ,激活学生求异思维。如出示 In the lower grades of literacy teaching, teachers generally lead students to use multiple literacy methods to memorize the finished phonetic form, and then guide the expansion of the poem to clarify the meaning and guide the writing. Many students are uninteresting and boring. The author seems to have “indefinable”, this is just “superficial”, did not go deep into study, the implementation of language training, then why not come episode, clever meaning, to activate students thinking differently. As shown