在小学低年级语文学习中，识字是重要的内容和目标。在识字教学中，学生读错音、写错别字、认错字的情况难以纠正。在文献分析的基础上，本研究要通过实验来探究：与部件识字教学法相比，字理识字教学法是否更能促进学生整体识字的效果？此次实验以某校小学二年级两个班级学生对象，设立对照班和实验班。综合数据统计结果及教学实践情况，字理识字教学方法比部件识字教学方法更加有效地促进学生的识字水平。在实验的基础上，我们根据汉字造字的方法分类总结了字理识字教学策略：象形字可以采取溯源-对照的教学策略，指事字可以采取溯源-辨析-对照的教学策略，会意字可以采取分解-联想-组合的教学策略，形声字可以采取分解—形旁表意、声旁表音—组合的教学策略。

We investigated the education process of an environmental experiment in middle and high school. The major objective was that students understand about biological toxicity of endocrine disruptor. We used bisphenol A in environmental experiment to educate them about the effects of endocrine disruptor. The test animal was zebrafish (Danio rerio, wild type) which is very easy to use in the school experiment class. We educated the high school students (n=25) in Suwon through this teaching program. Finally we analyzed the effect of research education between two groups, education students (test) and non-education students (control). This experiment showed there were some positive effects on environmental reorganization of students. They understood the affect of endocrine disruptors in fish and man. Specifically, understanding the importance of preservation of ecosystem increased in the test-education group.