First, imagine the role of reading
Primary school students have a strong desire for self-expression, so that they can experience the fun of participating in the performance in person, which is conducive to the emotional experience in the text. For example, let students who read aloud imagine themselves as radio announcers. Say a word before reading aloud: "Please enjoy the text XXX, which will be recited by XXX." Urge them to devote themselves to reading aloud. Another example: when reading and writing the text of the chronicle. Let the students imagine that they are one of the parties. When reading and writing landscape texts, ask students to imagine themselves as tour guides and read them in an introductory tone.
Second, gesture guidance.
It is undoubtedly a good method to directly guide students to read aloud before the teacher lets them experience the trial reading. When students imitate reading aloud, teachers wave their arms and guide students to read aloud with emotion like a chorus. On the basis of the teacher's demonstration reading, students can not only hear and hear the sound, but also witness its shape with their own eyes, and then read aloud with emotion, which will definitely get twice the result with half the effort.
Third, the brave read.
For example, when describing the beautiful scenery of the water town in the article Song of the Water Town, I first asked with encouragement: "Who can stand up and read the beautiful scenery of the water town at the highest level?" After the students finished reading, I said, "He is already standing on the platform. Whoever reads better than him will stand up and drive him off the platform. " The students who read next are better than Fang, so they will take turns to be the king. Finally, I took the last student out of the ring by reading together, and carried out the ideological education of "unity is strength" in time, so that the students who sat down could lose calmly, because reading together also had their share. Fourth, recommended reading
For example, when reading the third paragraph of Interesting Discovery, I suggested that "you recommend the best students in the class to read it." At this time, the recommended person has become a recognized reading star. Naturally, he should devote himself to the best level and live up to expectations. You can also let students volunteer themselves. Dare to ask: "Who dares to say that he is the best in the class?" Or "Who can stand up and read with the highest level of emotion?" Under the reward of my "best reading" and "highest level", many brave people volunteered to read aloud, competing with each other, which better stimulated students' enthusiasm for active participation.
Fifth, contact life experience to transfer reading.
Before reading aloud, we should first stimulate students' emotions and infect them. According to the characteristics of the text, we should consciously guide students to experience the dialogue of the characters in the text, inspire them to imagine the demeanor and movements of the characters, and give appropriate guidance. Then, let them read the text by themselves, further ponder their feelings and read "what they mean" several times. Students can read the tone of sentences naturally. For example, read the lesson "Crows Drink Water", and write it in the order that crows are thirsty to find water → find water → can't drink water → find a way → drink water. The reading tone of the full text also changes with the crow's mood. So first of all, we should focus on understanding the mood of crows. In teaching, the author first puts forward similar problems such as how I feel when I am thirsty and can't find water to drink. Inspire students to experience the content of the text in connection with their own feelings, and then ask students to read the text emotionally according to their own understanding. After reading it, everyone will comment together, whether the tone is right or not. Teachers can encourage "study hard, who can read better than him". This aroused students' interest and gave them the opportunity to exercise. Finally, on the basis of students' understanding of the text, guide students to summarize the tone characteristics of crow drinking class, eager → happy → anxious → thinking → happy and relaxed, and students can naturally read the text vividly.
Sixth, read aloud with music.
Reading aloud should not only give students reading skills and methods, but also cultivate their interest in reading aloud. Read instead of me, so that students can form the good habit of reading aloud. There are many reading training methods in the classroom, and different reading is carried out according to different texts, that is, reading can play music instead of talking to guide reading and enter the state. In the teaching of Thunderstorm, on the basis of students' initial reading of the text, a paragraph suitable for music is selected. While reading, students imagine the beautiful scenes before, during and after the rain, and then experience the thoughts and feelings of the article in dignified and fresh music according to the melody of music. Under the background of music, students can feel the beauty of the text and read it with great interest.
The ability to read aloud with emotion cannot be achieved in one teaching. Doesn't the old saying "read it a hundred times and you will understand what you mean" also tell us the necessity of reading more books? We should practice regularly in various ways to consolidate and improve the reading skills we have learned.
First, grasp the eye and grasp the emotional tone of the text.
The topic is the brain of the text, and the keywords in the topic are like the eyes of the text. For example, in the article "Lovely Grass Pond", the word "lovely" vividly depicts the beauty and richness of the Great Northern Wilderness and profoundly expresses the author's love for the barren grass pond in Peking University. Grasping the word "cute" tightly, let students fully perceive the original scene of the Great Northern Wilderness-desolation, and the scene after earth-shaking changes-wide grass ponds, green grasslands, surging waves, clear rivers, cocky pheasants ... In this way, through comparison, let students have a love for the Great Northern Wilderness, so as to accurately grasp the emotional tone of the article.
Second, grasp the key words and understand the emotion of the text.
Keywords often carry the author's feelings, guide students to grasp these affectionate words to taste and think, let students easily find the emotional source of the article, and lay a good foundation for emotional reading. For example, the word "straight" in the sentence "They arrived at the Beijing Railway Station early in the morning and went straight to the meeting place as soon as they got off the train" in "founding ceremony" fully shows the people's eagerness to participate in founding ceremony. In teaching, teachers should guide students to analyze and discuss, and then deeply understand the people's excitement and pride because of the establishment of new China. For another example, the word "together" in "300,000 people's eyes are on the rostrum together" fully shows people's desire to meet the founders of the new China. On this basis, it is natural to guide students to read aloud with emotion.
Third, try to figure out the inner world of the characters and grasp the emotion of the text.
For example, my comrade-in-arms Qiu, "My heart is tense ... tears blur my eyes" truly describes the author's mood at that time-the author is worried that the young soldier Qiu can't stand the unbearable pain and will suddenly jump up or cry. In that case, the hidden troops will be exposed, leading to unimaginable consequences, so "my heart is stretched tightly." But Qiu neither jumped up nor cried, but stubbornly endured the torment of the fire, so the author's nervous mood turned into unspeakable pain-"his heart ached and tears blurred his eyes." Students feel this kind of mood and pave the way for emotional reading.
Fourthly, counseling skills to stimulate students' interest in reading.
The teacher's passionate demonstration reading can not only make students accurately hear the pronunciation and understand the reading method, but also guide students into the situation of text creation, promote imagination and enable students to gain some experience.
When reading the text with emotion, we should not only grasp the emotional tone of the text, but also pay attention to the intonation changes of each part. For example, founding ceremony should be exciting, excited and proud as far as the whole text is concerned, but the emphasis of each part is different, and the intonation should be slightly changed. For example, the first paragraph should be read in a solemn and gentle tone.
The main way to guide students to read the text well is to guide students to read more, imagine the situation described in the text during reading, and then enter the situation. For example, after reading the article "Guilin Landscape", teachers can first show the picture of Guilin landscape, and then describe the scene in the article with infectious language, or render the scene with melodious and soothing music, thus stimulating students' aesthetic senses, bringing them into the beautiful scenery described by the author and letting them appreciate the beauty of Guilin landscape. Of course, on this basis, teachers should also give some guidance to students in the speed, intonation, stress, cadence and regularity of "ah".
Reading the text with emotion is an important way for students to experience the thoughts and feelings of the text, which is not only conducive to deepening students' understanding of the thoughts and feelings of the text, but also conducive to expressing their thoughts and feelings.
(Author: Biangezhai Primary School, Tangshan, Hebei)
Reading aloud is an important link in Chinese teaching. It is not only a good way to cultivate a sense of language, but also an important means to understand the content of the text. So what is "reading aloud"? According to the dictionary, it means reading the article clearly and loudly. Of course, in Chinese classroom teaching, reading aloud is not such a simple "reading", it is the fundamental method of Chinese teaching and the most important and direct training method of Chinese teaching. Therefore, in Chinese teaching, proper and full use of reading means can help students understand the content of the text, develop language, broaden their thinking and stimulate their emotions. Reading guidance in the new curriculum can not be separated from certain technical guidance, but "those who force crying are sad, angry and strict." Only when emotions move in the middle can we meet in spirit and form. If the heart fails, the emotion will not sing. In specific teaching, there are often some problems such as lack of mechanization in reading teaching, monotonous, mechanical and blunt reading teaching methods. For example, in class, after analyzing and understanding, the teacher said "please read this part with emotion" or "read it with a certain tone", which will inevitably lead to the embarrassment of "moaning without illness", and naturally it will be impossible to integrate reading with sentiment. Sometimes the teacher has guidance, but he doesn't get to the point. They only pay attention to the sound form, not the inner experience, only the superficial skills, not the connotation in the language environment. In the process of specific guidance, the teacher told the students bluntly that they should read more or less a word and read a sentence quickly or slowly, ignoring the meaning of reading expression. Therefore, many students think that they should read more sentences when they encounter strong feelings, but sometimes the stress is lighter and the feelings expressed are stronger. Faced with these problems, we can't help thinking: what kind of reading is in place? Mr. Ye Shengtao has a classic saying, he said, "Put yourself in the other person's shoes, return it to the warm place, and return it to the euphemistic place. Please give full play to the author's feelings at that time and read beautifully, so that you can understand what the author said and resonate with the author's heart. " In other words, students should be guided to read the text with emotion. To do this, students should first understand the author's inner feelings or thoughts and feelings when writing. When I was instructing students to read Lu You's sentence "The adherents shed tears and look forward to another year", I first asked the students: "Do you know how many years this" another year "is? When the poet Lu You wrote this poem, the Central Plains had fallen for many days! Use these vivid figures to help students understand the feelings expressed in the poem more deeply. After that, the teacher read: Classmates, one year has passed, and the students read: "The adherents are in tears, and look south to Julian Waghann for another year. "Teacher's guidance: five years have passed, ten years have passed, and sixty-five years have passed. Let the students read aloud in turn, and use rhetorical devices such as progression and parallelism to render and ask questions, so that the students can understand the author's inner feelings, and their passion is high in repeated reading, and their emotions are integrated into the situation, and the artistic conception of the poem is vividly displayed. The second is to let students read in their own places. Teachers should use various means to bring students to the situation described in the article, so that it is easy to stimulate students' emotions and read aloud with emotion. When reading and teaching "Key Paragraphs of My Comrades Qiu", the teacher adopted a step-by-step understanding method to bring students into the tragic scene of Qiu's war. There is such a passage in the teacher's courseware: "For the whole class, for the whole latent army, for the victory of this battle, Qiu is like a boulder, lying motionless in the fire. The fire burned on him for more than half an hour before it gradually went out. The great soldier didn't move an inch until his last breath, and didn't let out a moan. " Then the students read it together for the first time. Teacher's guidance: Students, what are the similarities between Qiu and Qianjin Boulder? Some students said, "Qiu didn't move at that time and didn't make a moan, just like a boulder." Others said, "His will is like a boulder." Then, the teacher used lyrical language to guide: "Students, please don't forget that a boulder is a stone and there is no life! What about Qiu? A living person, a person with flesh and blood! How can a person endure the great pain of fire burning? Students, have any of you been burned by fire? What is your first reaction when you are burned? The student replied with his own life experience: "With a scream, take your hand back quickly. "After listening to the students' answers, the teacher concluded: Yes, these are all instinctive reactions of people. But now, a living person, a flesh-and-blood person, is actually wrapped in a raging fire. The teacher said while playing the video of Qiu in the fire. Then the teacher asked: Do you have any questions to ask in the face of such a hero? Let the students know more about the inner world of the characters. Then the teacher read emotionally: "Qiu, what spirit is supporting you?" What inspired you? Who can tell us in the language in the book? " Name the students you want to read. Finally, the teacher adopts the method of layered in-depth reading to let students know more about Qiu's spiritual quality. "The raging fire burned so mercilessly that Qiu was bloody. Five minutes passed, and the students took it. Ten minutes passed, and the students read it again. Fifteen minutes passed, and half an hour passed. The students read together. In this way, starting from students' reading psychology, teachers creatively integrate various Chinese practical activities and spiritual experience processes such as "listening, speaking, reading, feeling, understanding, thinking and feeling" to comprehend language and words, which deepens students' feelings about the text context and emotional particularity, and makes students' reading really come from feelings. Reading aloud with emotion is better than the teacher's intensive speaking. Students read the text with emotion, talk to the author and communicate with the text. Let children experience their own feelings in reading, appreciate their own beauty in reading, and feel the sweetness and affection of the motherland's language and characters in reading. I think these goals will be the realm that our teachers pursue tirelessly!