Reading aloud is to read the written language clearly, loudly and emotionally in Mandarin, and turn the visual image of the text into an auditory image. Reading aloud is a foreign language art, which needs to creatively restore tones and turn silent written language into living spoken language. Reading aloud is a kind of edification. Reading a good article will make people feel relaxed and full of emotions, such as drinking manna, fresh and generous, giving people endless strength. Reading aloud can develop students' thinking and stimulate their interest. Students' reading ability is gradually improved, and their understanding of the text content will gradually deepen. At the same time, reading aloud is also an artistic re-creation. In the process of turning silent written language into vivid spoken language, it uses many senses such as eyes, mouth, ears and brain. It can not only promote students' understanding and memory of knowledge, but also help students accumulate a large number of words and sentences and improve their understanding and expression ability. This is the truth that "reading a book a hundred times is self-evident". Especially in childhood, the valuable experience and lessons gained from reading aloud will play a great role in establishing lofty ideals, strengthening life beliefs, inspiring enterprising spirit and inspiring the will to struggle.
"Chinese Curriculum Standard" puts forward that it is necessary to strengthen the guidance of students' reading training, cultivate students' reading ability and improve their reading level. Reading aloud is the most common and important reading basic skill. Reading is the basic method of Chinese teaching, an important link of reading teaching and an important way of language accumulation. Good reading training can greatly improve students' reading level, so that students can feel, gain and feel from reading. There must be a clear reading voice in class. However, in many classes, there are few reading sounds and emotional reading, and the reading level of many students is really flattering. Or tongue-tied, such as broken beads; Or the voice is small, there is no sense of rhythm, and the words are broken. These common phenomena can be attributed to students' poor reading ability. Learning Chinese "reading" affects the whole body, and reading aloud is of great significance to learning Chinese well.
Traditional Chinese teaching attaches great importance to the knowledge system, forming a "knowledge-centered" teaching concept and a "knowledge imparting-training strengthening-ability training" teaching model, while ignoring reading teaching, let alone reading training. This requires us to change our ideas and shift our teaching foothold to reading-oriented teaching practice. How to carry out reading training through reading teaching and every link? Next, I want to talk about my own teaching practice:
First of all, teachers should prepare lessons for reading.
"Chinese Teaching Syllabus for Primary Schools" points out: "Learn to read the text correctly, fluently and emotionally. This is the basic goal of reading in primary school teaching, and it is also the standard to measure the completion of a Chinese class task. " However, due to the lack of experience and methods, we often see such a phenomenon: when students do not meet the requirements, some teachers simply mention the requirement of "paying attention to reading experience" and let students read it again. In the long run, it will definitely affect the improvement of students' reading level. Therefore, we must change this situation and effectively improve students' reading level. When preparing lessons, teachers should take "reading" as the key goal and take "reading" as the center. For example, how many times to read a text, how to read it each time, why to read it like this, what purpose to achieve, which paragraphs to focus on, how to guide students to read aloud and so on. When teaching junior teachers to prepare lessons, they should also prepare model essay reading, such as which paragraphs to read, how to read them and why to read them. Only in this way can we have a clear aim and receive good teaching results.
Second, ensure reading time.
Teachers can arrange the reading time of each class according to the grade, learning situation and the characteristics of teaching materials, and self-monitor their grades. To have enough time for students to read the text correctly, it is required to use Mandarin with loud voice, clear articulation and accurate pronunciation, and not to read broken sentences, especially to read by yourself. If you want the whole class to finish reading and read well, you must not just make a study appearance, rush through the field and retreat hastily. On the basis of preliminary understanding, expressive reading should leave enough time for students to try, practice, feel, taste and taste, and must not rush into battle without being ready; It is necessary to leave time for the feeling of reading, and strengthen the incentive function, diagnosis function and adjustment function of reading aloud through comments. Where is the time squeezed? Carefully designed questions give way to tedious "say, ask and answer"; Give way to flashy and ineffective group discussions.
Third, the teacher's model reading guidance
Language is the medium for the author to express his feelings, and the emotions and connotations contained in language are often understandable but difficult to express, so it needs to be understood by reading aloud. However, primary school students' life background, life experience, knowledge structure, emotional experience and so on. Make sure that you are confused and have obstacles in emotional understanding and understanding of many texts, so sometimes a text has been finished and students still have a little knowledge. Teacher Yu Yi once said: "How deep the teacher understands the text, how deep the students will understand the text." Teacher's demonstration reading means that teachers show their understanding, feelings and experiences of the text in the simplest, most intuitive and most vivid form, inspiring and infecting students. If teachers can "read with emotion" in reading model essays, students will "feel with interest", "read with interest" and "read with thoughts". Therefore, model essay reading is an important navigation for text understanding. Lilacs is an easy-to-understand poem, which expresses the author's love and reverence for the teacher. When the model is studying, her eyebrows are stretched and she always wears a sweet smile. At this time, I observed a comfortable smile on the children's little faces. When I read the last sentence, "Let the flowers float into your dreams, they must be sweet and fragrant", I raised my voice, shook my head with the rhythm inadvertently, and my smile on my face became brighter and my eyes were smiling. My feelings were quickly felt by the students. When the children picked up their textbooks and read aloud, their eyes flashed with smiles and their faces showed reverence. In short, the language sense of the old teachers should have a strong emotional impact on the students, and the teachers' reading skills should make the students feel and learn. Teachers should guide students to "be there", "put themselves in their shoes" and "fall in love with the scene" through reading model essays, and have emotional connection with the author. In this way, students can read the text better with the help of the teacher. Teachers' expressive demonstration reading can not only transform silent written language into vivid spoken language, but also convey the feelings of teachers and works to students, thus arousing students' emotional singing and making them have rich emotional imagination to sing with the authors and characters in the works. In this process, students' thinking can be fully mobilized and their understanding of the works will be more specific and in-depth.
Fourth, pay attention to reading aloud, penetrate in reading and feel emotions.
Wang Chaowen, an aesthetician, said: "The reader's brilliance lies not only in his clear, fluent and cheerful tone and intonation, but also in the situation stipulated by his entry into literary works, that is, the ecstasy tone and expression formed by his own experience." To guide students to read with emotion, we should pay attention to emotional experience and downplay the requirements for skills. If correct and fluent reading comes from practice, then reading with emotion comes from enlightenment. Where the necessary "pressure" pause, "speed" and "high and low" reading skills guide, "sentimental" reading pays attention to students' self-thinking, enlightenment and taste.
For example, when the teacher is teaching if, the students don't understand the word "bitter" in the sentence "let the bird stay at home, wait hard and cry". The teacher has no abstract definition, but guides students to read and appreciate the sentences repeatedly. As a result, the students suddenly understand that the "bitterness" here does not mean the bitterness in the mouth, but refers to the "very bitter" and "very difficult" waiting. Through careful reading, students also know about the overlapping use of the word "bitter", so they use so many "very". At the same time, in the process of reading the word "difficult" repeatedly, students' sympathy is produced and their emotional attitude is influenced by education, which is successful reading comprehension.
It is very important to mobilize students' emotional participation in order to enable students to obtain effective emotions through reading aloud. In teaching, only when students' emotions are fully mobilized, and they have a strong * * * sound with the author and the protagonist in the text, forming a "psychological integration", can their reading be truly in place and their feelings be more profound. To mobilize students' emotional participation, first of all, teachers should be "emotional", infect students with their own passion, mobilize students, and be good at "radiating" their inner feelings to every student through their own rich and varied languages. If teachers are indifferent or moaning, they can't achieve the ideal teaching effect. In addition to using modal language and other "sensational", you can also tell passionate stories, set suspense and arrange performances through multimedia courseware (pictures, videos, etc.). ) in order to let students enter the country as soon as possible.
The key to arouse emotional participation is the role transformation of students. That is, adopt various ways and means to activate students' thinking, stimulate students' imagination, and let students unconsciously regard themselves as the protagonist or object described in the text to feel things, experience emotions and experience life. For example, when the teacher teaches Lotus Leaf a lesson, she dresses up as Sister Lotus Leaf (a big green lotus leaf made of cardboard on her chest). She inspired the students to say, "The teacher is Sister Lotus Leaf, so what are you?" The students answered one after another: "I am a little water drop", "I am a little dragonfly" and "I am a little frog". In the process of reading the text, the teacher asked the students to read the "lying" of the water drop, the "standing" of the dragonfly and the "squatting" of the frog. After reading, let the students talk about their feelings of lying (standing, squatting) on the lotus leaf. One by one, the students completely entered the fairy tale world, so that reading was naturally in place, understanding was deepened, and emotions were sublimated.
Fifth, avoid a single form.
In reading teaching, reading forms should be diversified. Example reading, guided reading, random reading, random reading, role reading and simultaneous reading should be carried out alternately to make students feel fresh. In the reading training of lower grades, we should use example reading and guide reading more. Because the students in the lower grades of primary school have not yet formed a solid and unified connection between the sound, form and meaning of Chinese characters in the early stage of literacy. When reading aloud, it is often manifested as word-for-word reading. Or read them one by one with your fingers, so reading polyphonic words will often be artificially separated, and it is difficult to combine the words into a coherent sentence to read them in one breath, so reading will often destroy the normal intonation format. As a result, I can't understand this text well. Teachers can not only help students clear the obstacles of words, but also help students combine words into coherent sentences to read, so as to understand the text correctly. Of course, individual poor students should also teach reading. Read the text before reading it. The reading level and comprehension ability of students in a class are uneven. Before reading, students can speed up or slow down reading according to their own reading level, which is convenient for students to think while reading. Reading should be done when students are talking and reading. Reading is to let students read individually, so that teachers can clearly understand students' understanding of the text, so as to prescribe the right medicine and correct it in time. However, when studying, we must not just draw a few "reading standing committees." This is not conducive to improving the reading level of the whole class, nor is it conducive to teachers' correct understanding of the situation. Reading in different roles and reading together should be done after reading the text. After reading the text, students understand the content of the text. Students can easily enter the role when reading in different roles, and the reading quality is high, thus better helping poor students understand the text correctly. When reading together, students will not play "two harmonies" because they can't keep up.
In teaching, due to the differences in students' cognitive level and psychological characteristics, the training requirements of each grade are different, and the emphasis is also different. However, in terms of training methods, no matter which grade of primary school, reading training should be emphasized. Among them, the guidance and training of reading aloud is essential. Effective reading guidance can infect students, stimulate their enthusiasm for learning, develop good reading habits, and also play a very good role in promoting students' reading habits. Ye Lao said: "If you read more works and train your sense of language, you can master the words." It is very necessary to attach importance to and strengthen reading training in Chinese classroom teaching.