农村小学在识字教学上普遍采用了这样的环节:拼读音节,读准字音;分析笔画,记住部首;用字组词,用词造句;有多音字,抄下音和词。这种逐字讲解的教学,看似夯实双基,实则有违新课改的精神,耗时伤神,事倍功半。于是,我们常看到:黑板上,十几个要识要写的字一字排开,从拼音到部首,从笔顺到词语,无不一一陈列;讲台上,教师逐一讲解,从声调到拼读注意事项,从偏旁结构到组词造句,唯恐有稍许疏漏;座位上,学生们兴趣寡淡,昏昏欲睡,索性 Rural primary schools generally use such links in literacy teaching: spelling syllables, reading quasi-phonetic sounds; analyzing strokes, remembering radicals; using radical words and phrases to make sentences; having more phonetics, copying notes and words. This verbal explanation of teaching, seemingly consolidate the double base, but in fact is contrary to the spirit of the new curriculum reform, time-consuming injury, less effective. As a result, we often see: blackboard, a dozen words to know to write the word lined up, from pinyin to radicals, from stroke to word, all one by one display; podium, the teacher one by one to explain, from the tone to Speaking notes, from the radical structure to the group of sentences, lest there be a slight omission; seat, the students are light, drowsy, simply