在孩子的早期阅读中,片面追求识字量和外显的学习效果,将阅读作为教会孩子识字的工具,过早地强调将儿童的读书活劝作为儿童获取信息和知识的主要工具,是儿童阅读功利化最明显的表现。识字多少已经成了检验儿童阅读的一种量化指标。这样做其实对孩子的可持续发展是不利的。 Children’s early reading, one-sided pursuit of literacy and explicit learning effect, the use of reading as a tool to teach children to literacy, premature emphasis on children’s reading persuasion as children’s access to information and knowledge, the main tool for children to read Utilitarian the most obvious performance. How much literacy has become a test of children’s reading a quantitative indicator. In fact, this is not conducive to the sustainable development of children.