识字教学是小学语文教学最基本的环节,相对于人文飞扬的课堂而言,识字教学更多的似乎是为了解决工具性问题,而也正是这一观念的作用,使得很多情况下的识字教学变成了学生的机械模仿与生硬记忆,即使偶尔有一次带有发掘汉字意义与配有传奇故事的识字课,也不能掩盖识字教学的低迷状态。从这个角度讲,日常课堂上的识字教学还有着很大的潜力可以挖掘。同时,在信息时代的背景之下,小学生的识字途径已经不是课堂学习一种,在学生的生活中有着多种多样的识字场合,这些场合下 Literacy teaching is the most basic part of Chinese teaching in primary schools. Compared with the humanistic classroom, literacy teaching seems to be more about solving instrumental problems. It is also the role of this concept that literacy teaching in many situations Become mechanical imitation and blunt memory of students, even if once with the significance of learning Chinese characters and legends with legends, it can not hide the downturn of literacy teaching. From this perspective, there is great potential for literacy teaching in everyday classrooms. In the meantime, under the background of the information age, primary school students’ literacy approach is no longer a type of classroom learning. There are a variety of literacy situations in the lives of students. Under these circumstances