不少教师都有这样的感叹:识字教学难。其实,识字教学是有章可循、有法可依的,这里的“章法”就是情境。中国的汉字都带有情境性,都向我们传递着一定的意义和情感,有的从字形上表达着事物的形状,有的蕴含着事物的意义。在识字教学中,只要教者有意挖掘这方面的因素,结合学生的年龄特点和思维方式,为学生识字营造合适的情境,调动学生的多种感官参与识字学习,就能有效提高识字教学的质量。 Many teachers have such a sigh: literacy teaching difficult. In fact, literacy teaching is a rule-based, law-based, where “chapter law” is the situation. All of Chinese characters are contextualized, all of which convey certain meanings and emotions to us. Some express the shape of things from the glyphs, and some contain the meanings of things. In the teaching of literacy, as long as the teacher intentionally excavated the factors in this respect, combined with the students’ age characteristics and ways of thinking, to create appropriate situations for students to literacy, to mobilize the various senses of students to participate in literacy learning, can effectively improve the quality of literacy teaching .