长期以来强调低年级“以识字为重点”,把识字置于阅读之外,频繁地进行游离于阅读之外的抄写、默写、组词、造句,既增加了学生的负担,又妨碍了学生听、说、读、写诸方面能力的发展,所以修改后的大纲,不再提“以识字为重点”,而提出“在语言环境中教学识字”。在“语言环境中教学识字”,就是把阅读训练与识字训练两种任务互相贯通,溶为一体,使它们紧密联系在一起,视语言环境为识字、发展语言、发展认识的沃土,置自觉能动地识字于阅读之中。要一边读书,一边识字。因为“阅读教学是小学 For a long time, the emphasis has been placed on “taking literacy as the focal point” in lower grades, placing literacy outside reading, frequent copying, dictation, group formation and sentence making outside reading, which not only adds to the burden on students but also prevents students from listening , Speaking, reading and writing. Therefore, the revised outline no longer mentions “taking literacy as the focal point” but proposes “teaching literacy in the language environment”. Teaching and learning literacy in a language environment means that reading tasks and literacy training are interrelated and integrated into each other so that they are closely linked to each other. Depending on the language environment for literacy, the development of language and the development of knowledge, Literacy in reading. To read while reading, while literacy. Because "reading teaching is primary school