A brief discussion on the teaching methods of reading aloud in Chinese classes under the concept of new curriculum standards. What are the teaching methods of Chinese classes?

Reading activities begin with reading aloud, which is an important part of middle school Chinese teaching. At present, under the new curriculum concept, how to grasp the teaching of Chinese reading aloud in middle schools is a topic that cannot be ignored. We first interpret the reading teaching objectives of the new "Chinese Curriculum Standards". The "Chinese Curriculum Standards" set out the following requirements for reading aloud in the reading teaching objectives of the fourth academic period (grades 7-9): be able to speak Mandarin correctly, fluently and emotionally. Read aloud. Recite ancient poems, consciously accumulate, comprehend and apply them to improve your appreciation taste and aesthetic taste. Read simple classical Chinese texts and be able to understand basic contents with the help of annotations and reference books. Recite 80 excellent poems. Explanation: Under the new curriculum standards, middle school Chinese reading teaching attaches great importance to students' reading of texts, and also has specific requirements for reading aloud.

1. Appreciative reading

To give full play to the educational role of the classics and beautiful texts in Chinese textbooks in edifying and infecting students is what the new curriculum standards should mean, and reading aloud is the way to achieve this. The main way to a purpose. However, the author once conducted a survey and found that in the two classes I taught, there were only three students who really liked Chinese textbooks, accounting for approximately 3.5% of the total number of students in the two classes. The "Interpretation of Chinese Curriculum Standards" says: The meaning of the text is discovered and constructed by students during the reading process. Students should read by themselves and learn to read by themselves. In this sense, our Chinese textbooks are not textbooks first, but readers. Faced with this sharp contradiction between reality and the new curriculum standards, the author mainly does this: the teacher stipulates the texts that students must read in this reading class. My approach is generally that the teacher selects a unit of text and then asks the students to read it. Read aloud carefully, and at the same time, the teacher also assigns some homework to the students. There are two main types of homework: one is that after all students read aloud freely, they write their deepest feelings about each article on the homework paper given by the teacher and hand it in. Of course, the teacher must provide necessary guidance. The other is to directly perform appreciative reading. That is, after students read the article prescribed by the teacher, they choose the paragraph they like to read the most and read it to the whole class. This approach is more commonly used for shorter articles, especially poetry texts. If you persist in this way for a long time, you can allow students to appreciate all the articles in the Chinese textbook, because not only the students have to read all the articles in the textbook carefully, but also when other students read aloud, they can further appreciate it. , feel and learn. This avoids the embarrassing situation where students only know how to read the text but do not know how to read the text themselves, and give full play to the due role of Chinese textbooks.

2. Poetry Recital

Mr. Zhu Guangqian said: "To cultivate students' literary taste, we'd better start with poetry." Obviously, if we want students to truly develop a taste for language and literature, To gain the ability to charm, we must start by appreciating poetry, and reading aloud is particularly critical. Of course, we must first make preparations in advance. This is what I mainly do: First, the teacher distributes paper to the students and asks the students to choose to copy one or two of their favorite poems. Then the class representative collects them and checks them to see if there are any duplicates. If there are repetitions, they should be excerpted again, and then the poems excerpted by the students are given to each of them, and the students are required to recite them before the reading time set by the teacher. The formal recitation meeting starts as soon as the bell rings. Of course, before starting, the teacher should explain to the students the techniques of recitation and the things to pay attention to when reciting. In addition to giving necessary demonstrations by the teacher himself, students who are good at reciting should also be invited to recite first, thereby stimulating other students' desire to succeed. The advantage of this approach is that it effectively implements the "reading" link of "listening, listening, reading and writing" in the new curriculum standards. At the same time, through careful preparation and active participation, students can finally truly experience the success and happiness brought by reading aloud while learning Chinese, and further stimulate their greater interest in learning Chinese, and received " "One stone stirs up a thousand waves".

3. Speech-style reading

Speech-style reading is divided into two types: impromptu and prepared.