我国的汉字数量庞大,字形复杂,学生识字初期往往容易混淆一些音近、形似的汉字混淆。这不仅不利于学生掌握汉字,也不利于我国语文教育事业的顺利开展。因此,对我国半个世纪以来的识字教学进行一个简要的回顾与梳理,总结前人的识字教学经验是很有必要的。一、19世纪末至20世纪50年代的识字教学清末兴办新学之前《三字经》、《百家姓》、《千字文》等是重要的识字教材。儿童用一年左右的时间认识两千多个汉字。开办新学以后, In our country, the number of Chinese characters is huge and the glyphs are complicated. Students often confuse some similar characters and confused Chinese characters early in their literacy. This is not only not conducive to students mastering Chinese characters, nor is it conducive to the smooth development of Chinese language education. Therefore, it is necessary to summarize the literacy teaching experience of our predecessors for a brief review and combing of literacy teaching in our country for half a century. I. Literacy Teaching from the Late 19th Century to the 1950s Before the start of the new school in the late Qing Dynasty, the “Three Character Classic”, “Baijia Surnames” and “Qianwen” were important literacy teaching materials. Children know more than two thousand Chinese characters in about a year. After starting a new school,