Guiding methods of Chinese reading aloud in the second grade of primary school

Reading aloud is an important part of Chinese teaching in primary schools. The new curriculum standard of compulsory education also puts forward that reading should replace Chinese teaching. Reading aloud can help students better understand the content of the text, cultivate their sense of language and improve their comprehensive Chinese quality. The following is the guidance method for Chinese reading in the second grade of primary school that I have compiled for you. I hope it helps you. Welcome to read the reference study!

1 teaching methods of Chinese reading in the second grade of primary school

First, experience the feelings through reading aloud and accurately grasp the tone of reading aloud.

We should deeply understand the content of the article, accurately grasp the emotions expressed in the article, strengthen students' reading training, understand the content of the article through repeated reading, and appreciate the thoughts and feelings contained in the article. By reading aloud, we can express our feelings with sound and express our feelings accurately. Only in this way can we understand the rich emotions contained in the article, clarify the hierarchical structure of the article and promote the development of students' reading ability. In the process of reading training, teachers should guide students to start with words and sentences, take the emotional changes of the article as clues, and accurately grasp the tone and intonation of reading, which has a positive effect on understanding the theme of the article.

For example, when reading the text "Poplar", first, through repeated reading training, students can understand the rich emotions of the dialogue between the characters in the article, fully understand the inner spirit of the characters, and promote students' understanding of the theme. In the specific reading training, the teacher may wish to read in different roles, so that students can figure out the changes of dad's facial expression and psychology in each reading content, fully realize the persuasiveness in seriousness and kindness, and let the characters live in the students' hearts.

Second, penetrate reading skills through language taste.

Reading is the main source for students to acquire knowledge, and it is also an effective way to taste the language of articles, enrich students' emotions and promote students' comprehensive Chinese ability. In the process of reading training, we should taste the language, infiltrate reading skills and carefully analyze sentence fragments, which are all links in reading teaching.

(1) Choose sentences with strong feelings and strengthen reading training. In every article, there are some sentences that reflect the author's strong thoughts and feelings in a certain aspect. Teachers may wish to guide students to grasp these sentences with strong feelings and read them carefully and repeatedly, which will help students accurately grasp the feelings of the article and promote students to further understand the theme of the article.

For example, when reading the article Farewell to Relatives, teachers can seize the article Farewell to Relatives! Goodbye, dear land! ""Goodbye, dear friends! Our hearts will always be with you! " Let students read these emotional sentences repeatedly and fully understand the profound friendship between the volunteers and the Korean people, which will help students understand the theme of the article and better understand the essence of the article.

(2) Choose meaningful sentences. When reading training materials, guide students to grasp profound sentences, which are often important knowledge points, including some philosophical vocabulary. By guiding students to read aloud repeatedly, think in reading and understand in discussion, students can understand the theme deeply.

(3) Choose sentences that describe wonderful things. Narrative and expository texts often contain a lot of rhetorical devices, such as metaphor, parallelism, personification and exaggeration. For these wonderful sentences, only by reading them repeatedly can we read the momentum and connotation, which is also a good way to learn language expression methods. Choosing these wonderful paragraphs well plays an important role in strengthening students' sense of language and enhancing their perception of language and writing.

Thirdly, listening can promote reading and improve students' reading ability in an all-round way.

Reading aloud is an effective way for students to deeply understand the content of the text and strengthen language, vocabulary and sentence training. At the same time, listening can promote reading. Training the basic skills of listening, speaking, reading and writing is also an effective means to improve reading level and promote students' comprehensive ability. Listening to promote reading, teachers can choose the content of demonstration reading according to the teaching content. Through emotional demonstration reading, let students listen and imitate quietly, including affectionate reading training, enrich students' language knowledge and enhance their sense of language. Therefore, it is an effective means to improve students' language practice ability to experience these beautiful sentence patterns, vivid fragments and diverse language features through demonstration reading. For example, when reading and training the text "Grassland", the language of this lesson is beautiful, full of images and pictures. Through teachers' demonstration reading, students are guided to have rich associations, and students are brought into the grassland through reading, so that they can appreciate the beauty of grassland scenery and the praise and nostalgia for grassland people.

Fourth, flexible use of diverse reading methods to stimulate students' interest in reading.

According to the reading training materials, teachers can flexibly adopt various reading methods, such as role-playing, individual reading, group reading, free reading, role reading, etc., to stimulate students' reading interest, so that students can accurately grasp the thoughts and feelings of the article, have interesting expressions and better understand the content of the article. For example, when learning The Emperor's New Clothes, when the students have a clear understanding of the personality characteristics of each character in the article, the teacher may wish to let the students read aloud in different roles. First, the students list the characters: the emperor, the liar, the old minister, the small official and the child. When reading aloud, we can read out the characters' personality and identity through the language features, so that other students can fully perceive the characters' characteristics from the intonation, and help students understand the character and the center of the article contained in the language expression.

In various forms of reading training, it is the expected goal of reading training to let students feel the language better, accumulate language materials, understand different language ways, accurately express their views and feelings in language, and make language expression develop well. In a word, reading is an important teaching content in Chinese teaching in primary schools. In the process of reading teaching, highlighting the core link of reading is also an effective way to improve the quality of reading training. In the process of reading aloud training, it is not only helpful for students to understand the text deeply, but also an effective measure to cultivate students' sense of language and promote their comprehensive ability.

2 Primary school second grade Chinese reading guidance methods

1, the reading purpose is clear.

According to the knowledge points of each text, teachers have different grasp of the key and difficult points of the article. Teachers should make clear and specific reading goals according to different learning contents, tell students what the purpose of reading a text is, what is the difference between the first and second times, and think in a targeted way in order to fully understand an article. 2. Reasonably arrange the allocation of class hours and increase the reading time. "If you read a book a hundred times, you will understand its meaning." Reading a large number of articles is naturally of great benefit to students. Teachers should arrange class time reasonably, learn words in reading aloud, learn the main idea of the article, pay attention to the effect of reading aloud, and improve the efficiency of reading aloud teaching.

3. Give full play to students' initiative.

Students are the main body of the class and also the main body of reading aloud. Teachers should improve students' enthusiasm for reading aloud in class. By creating situations, students' interest in reading aloud can be stimulated and the classroom atmosphere can be activated. For example, in Ansai waist drum class, teachers can match the melody of waist drum when students read aloud, so that students can feel the emotion and beauty of the whole article with the music. For articles with more role dialogues, students can read aloud in different roles, enliven the classroom atmosphere, let students fully display their personalities and experience the different feelings of different roles, so as to grasp the author's ideological theme. Adopt diversified reading methods according to students' characteristics, and give full play to students' initiative.

4. Improve reading ability.

When reading aloud for the first time, it is mainly to guide students to perceive the content of the article as a whole, have a preliminary understanding of the article and grasp the idea of the article at the same time. Teachers can give students simple reading tasks, so that students can think while reading. Generally, a short passage needs to be read five or six times, because the cognitive ability of primary school students is limited. When students are allowed to read aloud independently, teachers should give appropriate guidance, and if students make mistakes in reading aloud, they should correct them in time. In reading aloud, students can draw what they don't understand, and finally summarize and solve related problems. In the process of re-reading, students should focus on clarifying the structure of the article, analyzing the functions and internal relations of each part of the article, and gradually deepen it.

After reading the article for the first time, the teacher doesn't have to tell all the answers to the students' questions. Instead, we should guide students to explore their own answers when they reread, encourage students to analyze problems from multiple angles, encourage students to exert their imagination, cultivate their thinking ability and improve the efficiency of classroom reading. When reading an article, you should read it carefully and deeply understand the author's thoughts and feelings. Teachers need to guide students to understand the emotions contained in the article and try to express their emotions in their own language, so as to improve students' perception and reading comprehension. Individual students can't give full play to the effectiveness of classroom reading, so teachers can choose the way of reading together. Reading together helps teachers find out the problems of reading words or pronunciation in the whole class and focus on correcting them. At the same time, it solves the timid psychology of students with low reading ability, makes them actively read in a relaxed environment, helps to establish students' reading confidence, enhances their perception of language and characters, and improves their reading ability.

5. Read aloud in combination with real life.

Good articles come from life. Sometimes students can't accurately understand the article and the author's thoughts and feelings after reading the text aloud. When reading aloud, teachers can guide students to think with their own life reality, so it is not difficult to understand the article. For example, in the lesson "Young Rundi", students can study the text with friends in their hometown and recall different childhood stories and similar interesting stories from the author. In short, teachers should attach importance to classroom reading teaching, constantly innovate reading teaching methods, cultivate students' interest in reading, give full play to students' individual freedom, improve their reading level and skills, choose different reading methods for different types of articles, and improve the effectiveness of primary school Chinese classroom reading teaching.

3 Chinese reading guidance methods for the second grade of primary school

(A) enrich the teaching content of reading aloud

In order to ensure the effectiveness of Chinese classroom reading teaching in primary schools, Chinese teachers must make a reasonable reading teaching plan according to the characteristics and actual situation of each student, make clear the teaching objectives, make full use of the teaching resources of the school, and provide students with reading learning space to the maximum extent. Chinese reading teaching in primary schools should be extended on the basis of textbooks. However, Chinese teachers should pay attention to the fact that the content of reading teaching must be close to students' real life, not divorced from students' reality, and should reflect the interest of reading teaching and improve students' enthusiasm and enthusiasm for reading. Under the new curriculum standard, Chinese teachers must change the traditional reading teaching concept and teaching mode, enrich teaching methods, optimize teaching content and improve teaching system.

(B) to guide students to perceive the content of reading aloud

When students read an article aloud, only by reading it repeatedly can they understand the content of the article and experience the feelings that the author wants to express. In Chinese classroom reading teaching, students' first reading is very important, and teachers need to guide students to read aloud, so that students can deeply perceive the reading content. When reading an article, students must pronounce it correctly, understand the meaning of the article, and sort out the context of reading the article. Before reading teaching in Chinese class, teachers must make good preparations for teaching and read and read articles repeatedly.

Before students begin to read aloud, Chinese teachers need to set questions for students in combination with the content of reading aloud, so that students can read aloud with questions and attract their attention. In addition, Chinese teachers must reasonably control the frequency of reading articles, and the more times they read, the better. For short articles, teachers can ask students to read them three times, and for articles with more content, teachers can ask students to read them five times.

Primary school students' understanding ability is still relatively weak, and it is inevitable that they will encounter many problems in the process of reading articles. Chinese teachers need to help students solve the problems encountered in reading and improve the effectiveness of Chinese classroom reading. Teachers can let students mark the problems they don't understand in the article, and solve the problems in the form of group discussion first, so that students can participate in teaching and stimulate their interest in learning. For problems that can't be solved, teachers can analyze difficulties and solve problems with students.

(3) Guide students to enjoy reading articles.

Students are bound to encounter many problems when they read this article for the first time. If the teacher answers the reading questions after the first reading, the students' dependence will be enhanced and their thinking will not be exercised. Therefore, after the students finish reading for the first time, teachers can prompt them to read the article again, and think about the problems according to the teachers' prompts, so as to cultivate students' ability to analyze and solve problems independently and help them develop good study habits.

In the process of reading the article repeatedly, teachers should play a guiding role to help students straighten out the context of the article, find out the relationship between paragraphs and understand the central idea of the article. In students' reading study, Chinese teachers should encourage students more, reduce critical language and enhance students' self-confidence in learning. Teaching evaluation is an important part of Chinese reading teaching in primary schools, and Chinese teachers must realize the importance of teaching evaluation. Chinese teachers should make reasonable teaching evaluation on students' reading process and learning results. Teaching evaluation can not only help students find their own problems in learning, but also help teachers find their own problems in teaching, so as to avoid taking timely adjustment countermeasures against existing problems, improve the efficiency of Chinese classroom reading teaching and meet students' learning needs.

(D) reflect the personality characteristics of students.

In Chinese reading teaching, teachers should guide students to carefully taste the reading content, so as to truly understand the author's feelings. Teachers should communicate with students in reading teaching, encourage students to ask questions and reflect students' personality characteristics. Since reading aloud is an essential part of Chinese teaching in primary schools, teachers must allocate teaching time reasonably and leave more time for students to read aloud.

Reading aloud not only depends on the time of class, but also helps students develop good reading habits. Students can read aloud in their spare time to enrich their knowledge reserves. Chinese teachers can recommend some meaningful reading contents to primary school students according to their characteristics and actual situation, so as to broaden their horizons. Under the new curriculum standard, Chinese reading teaching in primary schools also puts forward higher requirements for Chinese teachers' professional level and comprehensive quality. Teachers must regularly participate in professional training and accumulate reading teaching experience in order to improve their professional level and comprehensive quality, improve their ability to accept new knowledge and new things, meet students' learning needs and realize their all-round development.

4. Guidance method of Chinese reading in the second grade of primary school

1, increase reading teaching time

Teachers' demonstration reading In primary school Chinese class, it is easy for students to get bored when teachers explain too much. Because the content of the teacher's explanation occupies most of the classroom time, it is not conducive to stimulating students' enthusiasm for learning, and ultimately makes students lose interest in learning. The knowledge taught by teachers is passively accepted by students, so it is difficult to form a high enthusiasm for learning and students' attention will not be concentrated.

Therefore, in the teaching of reading aloud, teachers should give students the opportunity to read aloud independently. Only by giving proper guidance to students' reading skills and methods in this process can students' enthusiasm and initiative be effectively stimulated and the ideal teaching effect be achieved. In reading teaching, teachers should also demonstrate reading, which can provide some guidance and help for students' reading learning.

Before instructing students to read aloud, teachers need to understand and perceive the thoughts, feelings and contents contained in the article as a whole, and then conduct extensive reading in class on the basis of accurately grasping their main feelings, so as to stimulate students to effectively feel the thoughts and feelings of the article, enhance students' interest in reading aloud and improve their enthusiasm.

2. Create reading teaching situations to stimulate students' interest in reading.

Interest is the best motivation for students to carry out learning activities. In order to achieve better results in Chinese classroom teaching in primary schools, we first need to pay attention to stimulating students' interest [3]. Chinese teachers in primary schools need to create process situations in the teaching process to make the classroom teaching atmosphere active, thus making students more interested in participating.

Reasonable reading teaching situation can make students have emotions and improve their reading level. For example, in the teaching of the Silk Road, students usually don't understand the Silk Road described in the article, which is not conducive to their imagination and understanding of the events and scenery described in the article. Teachers can use multimedia courseware to show students the prosperity of the Silk Road at that time. Students can form basic images through watching, and the prosperity of business, trade and culture will emerge in the reading of the article, so that they can read with emotion and deeply feel the charm of the article.

3. Improve the status of reading aloud in classroom teaching.

Many teachers have to read Chinese in class, mostly before speaking the text. When speaking, let the students say where to study, and when they have more time to do after finishing the text, let the students read the text and consume time. As for how students should read, don't say it. It doesn't matter how they read. With this arrangement, the more students read, the more tired they get, and so does the Chinese class.

In classroom teaching, reading aloud should not be regarded as an ornament or a task, but as an important part of Chinese classroom teaching and improve its status. Conclusion: In the future development of classroom reading teaching, teachers should realize the role of reading teaching, show reading in class, appreciate the key sentences in reading content, guide students to learn the reading skills contained in them, and create classroom reading teaching situations to enhance students' enthusiasm for participation.