What are some ways to guide primary school students to read aloud?

Reading aloud is one of the important ways to learn Chinese. The famous special teacher Yu Yongzheng once said: "The highlight of Chinese teaching should first be reading aloud. The teacher can read correctly, fluently, and emotionally, and guide the students to read correctly, fluently, and emotionally. This is a wonderful state. "A Chinese class where teachers and students can read deeply must be a Chinese class full of vitality, spirituality, and interest." However, in actual teaching, I sometimes feel inadequate for students' reading, so I am observing this "Shandong". In the demonstration class of "The 17th Annual Conference of Provincial Primary School Chinese Language", I paid special attention to the reading guidance of 18 teachers. I found that these teachers are very careful in guiding students to read aloud, and they all have their own strategies and methods. The summary is as follows:

1. Model Reading Guidance Method

These 18 teachers basically adopted this method. Their reading skills are either vigorous and powerful, or elegant and contagious. For example, teacher Zhu Yanfeng of Dongying Primary School used this method when teaching the article "Ping Ping Building Blocks". This is a first-grade text, and it is still difficult for students to read the question aloud, so when the question appears: "Ping Ping, Ping Ping, who lives in these houses?" the teacher first asks the students to read it, and then provides guidance through model reading. The whole class read out the tone of the question. Teacher Xu Juan from Linyi Primary School also used this method when teaching "When "Feng Lazi" Met Lin Daiyu for the First Time". The description of Wang Xifeng's clothes when she appeared was particularly complicated and difficult to read. It is very difficult for us adults to read, let alone students? When Mr. Xu read this paragraph, he was like a storyteller, like big beads and small beads falling on a jade plate. I believe that through Teacher Xu's reading, students will have a good impression of this passage of text that makes people dizzy. Good reading aloud can enhance the charm of words.

The teachers’ wonderful reading demonstrations made me feel that my reading skills really need to be improved. Because primary school students are highly teacher-oriented and have strong imitation abilities, teachers' model reading is a commonly used and indispensable method in reading aloud teaching. Generally speaking, necessary and appropriate reading guidance should be provided in the teacher's model reading process, which can be about reading skills, content understanding, emotional experience, etc. The model reading guidance method is mostly used in lower grades, but can also be used in middle and high grades for content that is difficult to read well by students alone. Generally speaking, the text of the model reading should be short but precise, and it should truly stimulate students' interest in reading aloud, generate a desire to read aloud, and arouse students' emotional cries.

2. Comprehension and Perception Method

18 teachers all adopted this understanding and perception method in guiding students to read aloud. For example, teacher Liu Fang from Laiwu Primary School talks about the central paragraph of the article "The Soul of Plum Blossoms": "This plum blossom is the most famous flower in China. The flowers next to it mostly bloom when the spring is warm. But this one is different. The colder it gets, the more it blooms. The more the wind blows and the snow blows, the more energetic and delicate the flowers bloom. He is the one with the most character, the most soul, and the most backbone! Over the past thousands of years, our Chinese nation has produced many people with integrity, no matter what they have experienced. No matter how many hardships they have suffered, they have always stood firm and refused to bow their heads. They are like this plum blossom. No matter what the situation, a Chinese must have the nature of a plum blossom! To describe, Teacher Liu first asked the students to understand the meaning of "character" and the four "healing", and provided reading guidance. Regarding the description of the upright characters in the Chinese nation, she dealt with it this way: "What kind of upright characters have come out in China over the past thousands of years?" Based on the students' answers, Teacher Liu showed the poems written by these characters. , such as Su Shi, Zhao Yiman, Wen Tianxiang, Jiang Jie, etc. The introduction of poetry not only allows students to accumulate language, but also helps students understand the meaning expressed in words. On this basis, Teacher Liu guided the students to read this passage. Later, Teacher Li asked: "Who are the people with integrity in today's society?" The students thought of heroes of the era such as doctors and firefighters, and the teacher showed the pictures with the camera. Based on this feeling, the teacher guided the students to read this passage and told the students that the upper part writes the spirit of plum blossoms, and the lower part writes people with the spirit of plum blossoms. This writing method is called borrowing objects to metaphor people. Later, Teacher Li turned this text into the form of poetry, and guided the students to read it repeatedly through model reading, changing forms of reading, etc.

In teaching, students sometimes do not recite well because we are not in place to guide students to understand and understand.

The prerequisite for reading with emotion is that students have a deep understanding of the content of the text, an effective perception of the inherent meaning of the language and text, and a true understanding of the characters and events described in the text. Mr. Ye Shengtao said: In terms of reading, if you don’t refer to, analyze, compare, deduce, summarize, comprehend, and experience, how can you truly understand reading? Where can anyone really know how to read? Reading aloud with emotion, as an external expression, must come from inner insights. Only when the understanding of language is in place can the emotion of reading aloud be in place. Teachers should use various effective methods to guide students to deepen their understanding of language and the content they describe.

3. Imagination experience method

The "imagination experience method" means that students form corresponding images in their minds according to the text description of the text, that is, inner vision; experience means that students enter the text In the specific scenes and characters described, you can be immersed in the scene, feel the same, and have a specific emotional experience. The main methods of imaginative experience include: using pictures, music or language to create certain scenes; letting students play the role of characters in the text, etc. For example, the text "This Land is Sacred" is difficult to explain, but Teacher Wang Na from Weifang Primary School is very innovative in teaching design. When instructing students to read aloud, "Every beach, every piece of cultivated land, every mountain, every river... is sacred in the memory and experience of our nation." Teacher Wang is It is designed in this way: after she shows this text, she first asks students to talk about their feelings and read it aloud with their feelings, so that students can have a preliminary understanding of the text. Then, she turned the words "beach", "cultivated land", "mountain" and "river" into red, and the soundtrack expressed it affectionately: "How many wonderful memories they have left here! On every beach, they once... (Students' imagination) Answer) On every piece of cultivated land, they once... (students imagined the answer)" The remaining words can be felt by showing pictures and reading sentences, and then Teacher Wang said: "But, the people of Seattle have to stay away from all these beautiful things. "How are they feeling at this time?" Through communication, the students learned that this short text contains the attachment and reluctance of the Seattle people to the land. Finally, Teacher Wang asked them to read this paragraph repeatedly with this kind of experience. The students read aloud very well.

4. Evaluation Guidance Method

Evaluation plays an important role in the process of reading guidance. Evaluation includes teachers’ evaluation of students and students’ evaluation of students. After students read aloud, teachers give timely, specific, and appropriate evaluations. As a kind of feedback, it is helpful to stimulate students' enthusiasm for reading aloud and help them understand how to read better. At the same time, for other students in the class, the process of teacher evaluation is also the process of guiding reading. There is guidance in evaluation, and there is evaluation in guidance. These 18 teachers all used this method to guide students to read aloud. They sometimes evaluate students when they read the text, usually on the students' pronunciation of new words and polyphonic words; sometimes they are used in reading aloud key paragraphs. For example, teacher Yang Xue from Liaocheng Primary School provided the key paragraph when telling "Farewell at the Yellow Crane Tower": Li Bai raised his wine glass and said: "Master Meng, your character is admirable, and your poems are famous all over the world. Since I got to know I have always regarded you as my elder brother and teacher. Today you will go eastward to Yangzhou. I don’t know when we will meet again, so please drink this cup!" A girl read "Meng" The words "Master" were spoken loudly and in a long drawl, as if shouting. Teacher Yang asked her name, imitated her tone and called her, asking her if she sounded comfortable? This girl knew from this that reading should be natural and should not be pretentious.

Teachers also use it for student-to-student evaluation, and the form and method are very flexible. When a student reads well, the teacher will promptly guide the whole class: "Where is the applause?" Although the students did not say a word, isn't this warm applause a silent evaluation? The motivation for reading students can be imagined.

5. Comparison and experience method

1. Comparison of deleted words: The teacher guides students to compare the original text and the rewritten text, so that students can appreciate the accuracy and vividness of the author's word choice and sentence making, and Deepen your understanding of the emotions involved. Several teachers have used this method. For example, when teacher Zhai Jie from Jining Primary School was lecturing on the article "The Soul of Plum Blossoms", in order to better understand the meaning of the central paragraph, he changed the original sentence: "She is the most distinguished and the most talented." "She has the most character, soul, and backbone." The students realized the benefits of the three "most" words through communication, and they became very vocal in the subsequent reading.

2. Comparison of different emotions: The teacher guides the students to discover the differences in the characters’ emotions and identify the differences by reading aloud. For example, when teacher Liu Yongcui of Rizhao Primary School was lecturing on the article "The Giving Tree", he asked students to draw Jin Jiya's performance on the way home? Guess her inner thoughts from her silence and understand her worries. Then Teacher Liu asked the students to talk about the mood of their brothers and sisters. Finally, Teacher Liu asked the students to read and compare the joy of their brothers and sisters with Jin Jiya's mood. Through comparison, students can more easily grasp the different moods of the characters and can naturally read their differences.

6. Role transformation method

Teachers all know that to evaluate the quality of students' reading, they should not only listen to the students reading, but also look at the students' expressions when they read aloud. Sound depends on its shape." Many teachers have used this method of reading by role. The one that impressed me the most was the reading guidance given to students by teacher Jiang Hong from Weihai when she was lecturing on the article "Yan Zi Envoys to Chu". She asked a student to read the words of the King of Chu, but the student did not behave like a king, so she asked the student to make a domineering expression like the King of Chu, and read it again with this expression. Reading Yanzi's words requires students to make a serious expression and look like a diplomat. On this basis, Teacher Jiang asked them to read by role again, and the effect was much better than the first time.

7. Supplementary Tips on Grammar

When we deeply understand and feel the work in detail, we should not just stop at the words and sentences, but should strive to dig out the deeper meaning behind the language and grasp the meaning. The "implication" and "implication" behind the language. The relationship between sentences and the essence of sentences that language is inconvenient to express, cannot express, or is not fully revealed are inner language. When instructing content that contains character dialogue and descriptions of psychological activities, by adding inner language of the characters (commonly known as prompts) to let students understand why they should read in this way, students can more accurately and deeply grasp the personalities of different characters. , psychology, and emotion, organically combine reading with understanding of texts and experiencing emotions, so as to achieve emotional reading. For example, when Teacher Yang Xue of Liaocheng Primary School recited the verses of the text "Farewell at the Yellow Crane Tower", she expressed her enthusiasm for the poem. The content is supplemented with hints: What kind of reluctance is there in this poem? (Students read) How much admiration does Li Bai have in this wine glass? (Students read) What kind of loneliness and concern is there in Li Bai’s heart? (Students read)

8. Comprehensive Guidance Method

In actual reading teaching, reading training is often organically combined with other language training such as understanding, explanation, and recitation; in terms of reading guidance, Several reading guidance methods are often used in combination to achieve the purpose of teaching emotional reading.

In short, reading aloud is the most commonly used method in Chinese teaching. It is a teaching method that can not only stimulate students' emotions and understand the content of the text, but also deepen students' learning memory and improve their interest in learning. Reading aloud is an essential part of improving the level of Chinese language. It will naturally go much smoother. Therefore, we must put reading in an important position in Chinese teaching. Only by liberating primary school Chinese teaching from the barriers of teachers' eloquent lectures and detailed analysis can we return to the original nature and put some time and effort into it. The reactive analysis time is used to guide and train students to read aloud, which is the true meaning and ultimate goal of Chinese reading.