Research on how to cultivate middle-aged students' reading ability in primary school Chinese

Reading ability is one of the most basic abilities in Chinese. In primary school Chinese teaching, it is very important to cultivate students' reading ability and reading habits. Through reading aloud, students can accurately grasp the content of the text, feel the situation described in the article, understand the thoughts and feelings of the characters, understand the author's intentions, and also enable primary school students to continuously improve themselves through effective reading aloud. The critical period of cultivating middle school students' Chinese reading ability. As front-line Chinese teachers, we should take certain measures to promote middle school students to grow sturdily in Chinese reading.

First, stimulate interest in reading aloud

Interest is the best teacher. It is necessary to fully stimulate students' interest in reading and let students form a good reading consciousness from "I want to read" to "I want to read". In order to enhance students' interest in reading aloud, we can start with strengthening students' understanding of the function of reading aloud. In fact, reading aloud is much better than reading articles in memorizing and understanding articles. Reading aloud with emotion is helpful to touch students' thinking and fully tap the soul of the article. At the same time, reading aloud is the basis of improving oral English. Developing good reading habits can make up for the defects of speech, exercise eloquence and improve one's expressive ability. Teachers can tell students some stories about celebrity eloquence, thus stimulating students' enthusiasm for learning.

Second, ensure reading time.

"Return the reading time to the students! Return the right of internship to students! " This is the call of Chinese teaching reform. In other words, if students want to learn to read aloud, they should first be given time to read aloud, so that they can read more and more fully. However, in some classes, the teaching of reading aloud is ignored and becomes a mere formality. Reading exercises often come and go in a hurry, such as plucking a goose, and reading aloud without trace has become a transitional link in teaching. To really let students read aloud, we must squeeze out more time in Chinese teaching and let students "read more". Therefore, it is necessary to ensure students' reading time. In the classroom, we should carefully design questions, let the tedious and lengthy "speaking, asking and answering" give way to reading aloud, get rid of those complicated analyses, and strive to make students feel something in reading. Give way to flashy and ineffective group discussions and read aloud. 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.

Third, strengthen reading guidance.

In primary school Chinese reading teaching, students should pay attention to the guidance of problem-solving methods and dispel doubts purposefully. If you can't read and you can't read, even if you read and read, it's still difficult to deeply appreciate the taste. Therefore, in reading training, teachers must guide reading flexibly and effectively, prompt reading methods and prompt in time.

1. demonstration method: teachers demonstrate reading and encourage students to imitate reading, which is an effective method for reading training for middle-grade students. Demonstration reading can help students correct their pronunciation, cultivate their interest in reading aloud, stimulate their emotions and enrich their vocabulary. Colorful reading will deepen students' understanding of the text. The beautiful, accurate and expressive language in the works will especially fascinate students. Model essay reading conveys readers' attitudes and feelings, which will strongly affect students and easily arouse their thoughts and feelings and teachers' resonance. Teachers should also teach students reading skills when they are doing model reading. Reading aloud is not simply repeating the content of the article, but must master certain skills and arts, such as the length of pause, the severity of pronunciation, speed, intonation, timbre treatment and so on. The skill of reading aloud is practiced. Therefore, teachers should carefully guide the treatment of pauses, tone, intonation and speech speed in different texts, paragraphs and sentences. Let students gradually understand and master: when reading aloud with emotion, the rhythm is accelerated and the tone is high; When the mood is sad, the rhythm is relaxed and the intonation is depressed, especially the importance of understanding and grasping the appropriate pause in the reading rhythm, which inspires students to try to understand the thoughts and emotions of the role and play different roles to read aloud, so that students can obtain information with role significance in vivid reading and express profound meanings and rich feelings. Practice has proved that students need imitation to master the skills of reading aloud. In class, students' emotions are most influenced by teachers. Therefore, teachers should regard each new lesson as a stage and perform with passion, especially when reading a model essay. Sometimes I add my own actions to infect students with rich expressions and beautiful voices, which naturally stimulates students' interest and makes them willing to imitate teachers' words and deeds.

2. Comparative method: that is, with the help of different reading methods of teachers or students, let students understand whether it is correct. Through the comparison of reading aloud, compare mood and intonation, and improve students' reading skills. For example, after reading the text in an old normal school, students can say: What do you think the teacher did well, what did he do badly and why? You can also instruct students to read aloud where they find it difficult, and let them say: What do you think of my reading? You can also take the opportunity to introduce your reading method and say, "Do you want to know how I read so well? To be honest, I imagined while reading and regarded myself as something in the text. " In this way, students can unconsciously master reading methods in an equal and relaxed atmosphere. For example, after several students read aloud, other students can express their opinions: which one of them do you think reads well? Where is a good place to study? Can you read what he can't read well? In this way, students can improve their reading ability by comparing and learning from each other. For example, when studying the fourth grade text "Haste makes waste", there are several obvious points in the text that show Qi Jinggong's anxiety. You can invite several students to read it, and then let other students choose the best one. Through comparison and evaluation, other students will find that Qi Jinggong's anxiety should be gradually deepened, so as to accurately reflect the mood of the characters at that time.

3. situational method: That is, create a reading situation, combine appropriate leads, and render an appropriate atmosphere, so that students can whisper and naturally enter the state. If you use pictures, background music, stories, performances or multimedia, you can perform some vivid words or make courseware, so that static words can be transformed into dynamic pictures with the help of gestures, expressions, actions and props, and students can be induced to read their true feelings. For example, when teaching the third-grade ancient poem "The Early Rise of Baidicheng", I chose guzheng music to recite it. The teacher recited it with cheerful music, from which the students felt the beautiful scenery of mountains, water, colorful clouds, apes and boats, and realized the author's happy mood. With a beautiful atmosphere, I am emotionally prepared for learning this poem. Then, the teacher introduced the background of Li Bai's writing this poem, and students' in-depth study of this poem in this atmosphere is conducive to students' understanding of this poem. On the basis of understanding poetry, music score can stimulate students' enthusiasm in reciting poetry and get good results. Music and American literature complement each other, creating beautiful situations, cultivating sentiment and creating elegant aesthetic enjoyment.

4. Appreciation method: that is, organize students to listen to excellent reading recordings, so that they can feel the distinctive rhythm, intonation and charm of the language during reading, thus stimulating students' interest in reading. For example, when teaching the second volume of "Sunrise at Sea", the first volume of Ba Jin's fourth grade, you can play the text recording of this lesson first, so that students can listen carefully and feel the beautiful scenery before sunrise, at sunrise and after sunrise, as well as the beauty of language. When students feel the beauty from the text, their enthusiasm for learning will naturally increase.

Fourth, pay attention to reading evaluation.

In teaching, I found that students' reading ability is different. Some students read vividly, while others read uninteresting. I use a variety of evaluation methods to cultivate students' reading ability.

1, teacher evaluation

Teachers' evaluation runs through the whole process of reading aloud, but it cannot be the dominant factor. Teachers' evaluation plays a guiding role, which should focus on encouragement and praise, hit the point, inspire students' thinking, give students reminders and hints, and protect their self-confidence. Teacher evaluation includes oral evaluation, implied evaluation and hierarchical evaluation. Oral evaluation generally means that teachers use diverse, flexible, vivid and rich evaluation languages in class, encouraging students to concentrate on reading, dare to question and be diligent and inquisitive. Suggestive evaluation refers to silent evaluation such as sincere smile, positive eyes and gentle touch. From the heart, touch the hearts of students. This is the most acceptable form of evaluation for the assessed, and it can produce more informing effect in silence than in sound. Graded evaluation means that each student has a certain gap in understanding and perception of knowledge. Therefore, we should fully consider students' reading level and evaluate students' reading at different levels. For example, for students with poor reading ability, the key is to speak clearly, speak loudly, don't mispronounce, don't lose words, don't sing and read, and don't repeat words. Evaluation is based on "perceptual experience". Students who are good at reading aloud can be evaluated from the aspects of stress, light reading, speech speed and intonation.

2. Student evaluation

The process of student evaluation is also a process of cultivating students' comprehensive ability, and it is often a process of highlighting students' thinking sparks. Teachers should treat these evaluations correctly, not only cherish students' unique feelings and respect their evaluation opinions, but also pay attention to making students' evaluation not deviate from the text, evaluate around the text and its related contents, and standardize students' evaluation language.

Fifth, combine reading with understanding.

Reading teaching can't be conducted in isolation, but should be organically combined with text understanding to realize reading and promote reading. The two complement each other, so that students can be infected and edified from the text, express themselves naturally when reading, and convey their voices with emotion. When teaching the little girl who sells matches, when we read the works carefully, we will realize that the tragic fate of the little girl has also melted the author's feelings and infiltrated his own life experience. The author expresses his bitterness, pain and hatred on the road of life through the fate of the little girl, which makes the author and the characters in his works integrate into one. In teaching, we should inject this strong feeling into students' hearts and let them feel kindness, love, depression, resentment, implication and profundity. Only in this way can we realize emotional reading.

Sixth, the forms of reading should be varied.

The conscious mastery and application of reading skills can not be achieved overnight, but should be trained in repeated and various forms of reading. In order to ensure that every student has the opportunity to read aloud in each class, the form of reading aloud should also be designed to serve all students. We can take the forms of reading aloud in chorus, individual reading, group reading, role reading, teacher reading, individual reading, peer review at the same table, reading in groups of four, and steam reading to provide students with opportunities to read aloud. In the usual teaching, according to the different requirements of different teaching materials, we can achieve "new and fancy articles". Teach expository writing and guide students to understand the content of the text by silent reading; Teach fairy tales and tell stories by reading the text in turn; Teaching prose, comparing winning and losing by means of teacher-student competition; For articles with more dialogues in teaching, read by roles, and exercise your eloquence on the basis of being familiar with the text ... In addition, you can organize students to carry out colorful extracurricular reading activities to create a broad reading environment for students. For example, a recitation contest is held to let students choose their own literary fragments or poems, recite them with music, and score and reward them on the spot.

In short, stimulating students' interest in reading, ensuring students' reading time, strengthening effective guidance on reading, paying attention to the combination of reading evaluation art and reading comprehension, and skillfully using various reading forms can enable students to acquire reading skills as much as possible, thus forming language ability, promoting the formation of students' sense of language, developing students' intelligence and enhancing their imagination and thinking ability. However, the improvement of students' reading ability is a gradual process. As a Chinese teacher, we should make a good training plan and constantly enhance students' reading ability by scientific methods.