“注音识字,提前读写”实验贯穿了一种新的教学思想,优势是使学生能在入学时间不长的情况下,借助拼音提前阅读、提前作文,寓识字于阅读写作之中,发挥语文教学的整体效应。 但值得注意的是很多教师在实验过程中,忽视了认字、写字教学。我们在调查中发现普遍存在以下问题:(1)学生认字容易写字难。经测试三年级学生人均识字2415个,最多的识字2919个,而会写、会用的字只占总识字量的37.4％。(2)学生在习作中同音字互相代替、形近字混淆、错字较多的现象十分严重。造成这种结果的主要原因有: “Phonetic literacy, read and write in advance,” the experiment runs through a new teaching idea, the advantage is to enable students to enter the school time is not long, with Pinyin advance reading, writing in advance, identify literacy in reading and writing, play the language The overall effect of teaching. But it is noteworthy that many teachers in the experiment, ignoring the literacy, writing teaching. We found in the survey common problems the following: (1) Students easy to write words recognition difficult. The tested third graders had a per capita literacy of 2,415 and a maximum of 2,919 literate words, but only words that would be used accounted for only 37.4% of the total literate words. (2) In the process of writing, students replace homophone with each other, the characters are confused in the near words, and the phenomenon with more typos is very serious. The main reasons for this result are: