摘要
识字是阅读、写作的基础。当前小学生错别字中同音混淆占有极大比重。在小学同音字识字教学中采取正面引导,充分利用图画、演示、歌谣、想象、故事、比较、练习等多重区别,多样复现,把易混淆的同音字区别的关键落到字形字义的结合点上,对提高小学识字教学的实效具有十分重要的意义。
Learning Chinese character is the basis of reading and writing. Many primary school pupils would make mistakes in the use of Chinese homonyms （ different Chinese character with the same pronunciation）. In order to raise the efficiency of the teaching, the teacher should make good use of pictures, songs, stories, comparisons, exercises to let the pupils know the difference so as to master those confusing characters.
出处
《宁波教育学院学报》
2009年第1期101-103,109,共4页
Journal of Ningbo Institute of Education
关键词
同音字
识字
教学策略
homonyms
Chinese-character-learning
teaching method
