“两三岁孩子不认字就像两三岁孩子不会说话一样,不正常;六七岁孩子入小学才开始识字,就像六七岁孩子上小学才开始学说话一样,不正常。”这是北京国际汉字研究会根据国内外文字学、语言学、生理学、心理学、教育学最新研究成果得出的结论。过去认为汉字落后、难学,幼儿识字有害,一方面是用片面的西方语言文字理论搬套汉字得出的错误结论,一方面是用成人的认知方式(先理解后记忆,先局部后整体),对孩子进行教学,违背了孩子认知事物的特点(先记忆后理解,先整体后局部),违背了孩子学习语言的规律。学字也有两个过程,先是认字(接受信息),然后是写字(表达信息),写字比认字难。经观察 "It is not normal for two or three year olds not to recognize themselves as if two or three year olds do not speak. It is not normal for six or seven year olds to begin their elementary school until they begin to speak in elementary and secondary schools. This is the conclusion drawn by Beijing International Character Research Association based on the latest research results of literary, linguistics, physiology, psychology and pedagogy at home and abroad. In the past, Chinese characters were considered backward, difficult to learn and harmful to children’s literacy. On the one hand, it was the wrong conclusion that the Chinese characters were moved with the unilateral Western language theory. On the one hand, it was based on adult cognitive modes ), The teaching of children, contrary to the characteristics of children’s cognitive things (first understood after memory, first overall after the local), contrary to the laws of children learn the language. There are two ways to learn a word: first, to recognize words (to receive information), then to write (to express information), to write words more difficult than to read words. After observation