拼昔字母教学结束以后,便是看图识字。开头两页的教材是“人手口大小’“一二三四五六七八九十”。我考虑到算术课上已经教儿童认过一到十的阿拉伯字,而且一到十各字字形较简单,就决定先教“一二三四五六七八九十”,再教“人手口大小”. 在教“六七八九十”前,儿童已学会了“丶一(?)丿(?)(?)(?)”等基本笔划和“一二三四五”五个汉字。上课开始,我用生字卡片组织儿童复习“一二三四五”。先是大家—起拼音读字,再单读汉字,然后叫儿童看着卡片上的汉字复习字形。如“一二三”叫儿童说出各是几横;“四五”两字叫儿童唱笔顺.接着指名两个儿童上黑板默写“四、三、五’,要其它儿童注意字形和笔顺是否正确。默写以后,进行评讲,以提高儿童判断书写是否正确的能力和加深儿童对字形结构的印象。如我指 After the end of the teaching of alphabetic alphanumeric characters, it is to read the figures and words. The first two pages of the textbook are “manpower mouth size” “one two three four five six seven eight nine ten.” I consider that the arithmetic class has taught children to recognize one to ten Arabic words, and one to ten When it is simple, it is decided to teach “one two three four five six six eight eighty ten” first and then teach “the size of the human hand.” Before teaching “六七 八十 十” children have learned “丶 一 (?) 丿 ( (?) (?) ”And other basic strokes and“ one two three four five ”five characters.At the beginning of the class, I use the word card to organize children to review“ one two three four five. ”First we all - Pinyin read the word, Read the Chinese characters again, and then call the children to look at the Chinese characters on the card to review the font .As “one two three” call the children to say how many are each; “four five” Scribble “four, three, five,” to other children pay attention to the font and stroke is correct. After dictation, comments are made to improve the child's ability to judge whether writing is correct and to deepen the child's impression of the glyph structure. As I mean