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在低年级识字教学中,我们一般是让学生通过反复读拼音记忆生字,达到识字的目的。结果往往是今天记住了,明天就忘了,只好反复记忆。这样学生学的生字多了,就记不住了。有时,老师也想,反正只是一些二类字,不在书写记忆范围之内,无所谓。慢慢地,学生也就不再用心学习二类字了,听之任之,能记住几个是几个,记不了也无所谓。这样学生认的生字少了,就直接影响了阅读能力。学生读书时就会感到吃力。课本上的文章能在老师和同学们反复朗读中记住一些,课外书就
In the lower grades of literacy teaching, we generally allow students to read through repetition of pinyin words to achieve the purpose of literacy. The result is often remembered today, forgotten tomorrow, had repeatedly memorized. Students learn more words so that they can not remember. Sometimes, the teacher also thinks that there are only some second-class words in any case, which are not within the range of writing and memory. It does not matter. Slowly, students will no longer learn the second type of word, listen to it, can remember a few are, can not remember does not matter. Such students recognize less words, it directly affects the reading ability. Students feel tired when they study. Articles in textbooks can be remembered by teachers and classmates after reading aloud