First, create a situation to mobilize interest

Reading aloud is a re-creation activity of language art and an aesthetic experience in the language environment. We can create situations before students read aloud, so that students can enter the state to read, read their feelings and read their interests. Create more situations, create opportunities for students to read aloud, stimulate students' interest in reading aloud, and let students accumulate aesthetic experience in the language environment.

Second, correct model reading and technical guidance.

Reading skills, such as stress, speech speed and intonation, are not easy for primary school students to understand. Therefore, the teacher's model essay reading is very important. Students have strong imitation ability.

When reading, the teacher is full of cadence and passion. Students are deeply impressed by this and have requirements for their own reading. Of course, we can also make full use of the text recording, so that students can listen first and then read, and the effect is good.

At the same time, let students have a correct reading attitude. To teach students to read correctly, they must read aloud in Mandarin, with clear and loud pronunciation, and do not mispronounce, miss, add words, sing or repeat words.

Reading aloud, the most important thing is personal unique feelings. For the same sentence, there are as many different pronunciations as there are different meanings. Therefore, we should let students practice constantly and feel that reading aloud can reflect different meanings. At the same time, let students know that stress is to highlight key points with sound;

The speed of reading aloud should be divided according to the style and content of the article; The intonation of reading aloud is determined by the level, strength and speed of the voice. Reading on the basis of understanding, reading after mastering certain reading skills, students' reading will be more in place and more emotional.

Third, practice in various ways and improve while reading.

The conscious mastery and application of reading skills can not be achieved overnight, but should be trained in repeated and various forms of reading. Create more opportunities for students to read aloud, and use a variety of reading methods to train students in gradient.

In class, we can read together, individually, in groups, in roles, by teachers, individually, at the same table, in groups of four, and by steam wheel. Let the students really read with relish.

At the same time, students can be organized 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.

Paying attention to the diversification of reading forms will not only help students understand the content of the text and read the article correctly, but also stimulate students' reading enthusiasm and promote students' interest. In classroom teaching methods, we should adopt different reading methods to attract students, make them excited and achieve the effect of happy reading.

Fourth, review after reading, focusing on evaluation

After students read aloud, teachers should find out their shortcomings in time, give appropriate encouragement, put forward higher requirements, guide them to master the rules of reading aloud, and learn the basic methods of reading aloud in constant practice.

Let the students know that the quality of reading aloud is not simply a question of language skills, but should work hard on the in-depth analysis and understanding of the ideological content of the text, and at the same time, through their own hard work and repeated practice, really master it.

Students study well, don't be stingy with their praise and encouragement; The student can't read well Encourage him to read better next time. Timely feedback and evaluation, so that students can understand themselves and constantly surpass themselves.

In addition, the evaluation methods should be diversified. Teachers' evaluation, students' mutual evaluation and self-evaluation should be combined to fully mobilize all kinds of intangible resources, promote the generation of dynamic classroom, let students constantly debug themselves in the collective and stimulate the internal driving force of students' reading.