Keywords: guidance to improve reading ability
Chinese is the culture of language, and its core is language sense. The formation of a good sense of language is the concentrated expression of Chinese literacy. Mr. Ye Shengtao pointed out that the most important thing in language training is to cultivate a sense of language. Reading aloud is the best way to cultivate students' sense of language. It is the key training item in Chinese teaching in the lower grades of primary schools, and it is also the most common basic training method in reading teaching. Mr. Ye Shengtao said: "Reading teaching always needs reading." Mr. Zhang Tianruo said: "In reading teaching, the first is reading, the second is reading, and the third is reading." Reading aloud is so important, but there are many problems in our reading teaching. Then, how to guide students to read the text well and improve their reading ability in the specific teaching of Chinese class?
First of all, teachers should have solid basic reading skills and master reading skills.
(A) teachers should be familiar with the text before class, so as to know fairly well.
In order to guide students to read the text well, teachers must have solid reading skills and master basic reading skills. Before class, teachers should master the content of the text skillfully, know in advance the words and sentences that students are prone to mispronounce, understand the thoughts, feelings and artistic conception expressed in the text, and understand the main idea and writing intention of the article. On this basis, we can further solve the problems of stress and pause, how to grasp intonation, the priority of intonation, the speed and rhythm of reading aloud, and how to express it accurately through reading aloud.
Thoughts and feelings for the author. Only when teachers understand and grasp these problems in advance before class, solve these problems in advance in their own reading, have a good idea of the text and have a "reading" in mind, can they read correctly, fluently and emotionally when guiding students to read aloud, and can they guide students to read the text better and more beautifully. Teachers should read an article at least two or three times before class, so as to have a good idea and a good "reading", and then guide students to read the text better.
(2) Before reading the text, we should do a good job in pronunciation and guide students to read correctly.
"Chinese Curriculum Standard" clearly points out: "You can read the text correctly, fluently and emotionally in Mandarin." To read the text well, you must be correct first. Teachers must do a good job of correcting pronunciation before instructing students to read aloud, put forward words that are easy to make mistakes in advance, prompt difficulties, and correct pronunciation in advance. For places that are easy to break sentences, first help students grasp their intentions, understand long sentences clearly, explain how to break sentences clearly, guide students to read accurately, and prevent students from making mistakes in reading. When reading aloud, you should adjust your mind, keep your mouth and eyes consistent, and concentrate to prevent carelessness. Only in this way, step by step, stick to it, and gradually let students read correctly.
(3) On the basis of correct reading, guide students to read fluently.
Students can read correctly, which is the primary stage of reading teaching. Teachers should strike while the iron is hot and guide students to read fluently in time. When reading aloud, it is required to keep reading, keep reading sentences, keep reading, and don't read one word at a time. When reading this word, you should look at the next word, connect several words quickly, pause according to the meaning group, increase your visual breadth in reading practice, and gradually read fluently. In the implementation of this point, it is necessary and important for teachers to read, especially in the initial stage of senior one. Teachers should read every children's song and composition well, so that students can train, imitate and ponder repeatedly, so as to read fluently.
(4) Step on the cornerstone of correct and fluent reading and guide students to read with emotion.
If you want to read higher, you must read with emotion. Students can read the text fluently, and our teachers should further guide students to correctly handle stress and pause, grasp the intonation and tone priorities, control the speed and rhythm, and let their feelings show naturally without affectation. For example, in the first natural paragraph of lesson 19 in the second volume of the third grade, in order to make students understand how important water was at that time, they must read the key words with stress to express it. For example, "A long time ago, there was a great drought on the earth. All the rivers and wells dried up, and the vegetation and jungle dried up, Xu ..."
Many people and animals died of thirst. Through the analysis of "big", successive "capitalization" and "full, dry, ...
Stress treatment of key words such as "thirst, thirst" enables students to deeply understand how serious the drought was at that time and how important water was to people in reading aloud, thus helping students to understand that the little girl in the article selflessly gave it to others again and again when she got a can of water and others were in urgent need. I deeply feel the selfless and extensive love of the little girl. The better an article is read, the more it shows that students understand deeply and are infected. Through reading aloud, students can also understand the various structures of words and phrases and master the rhythm of words and phrases.
When students can correctly handle stress, pause,
Teachers should further guide students to grasp the intonation, the priority of intonation, control the speed and rhythm of speech, recite body odor repeatedly in repeated reading, extensive reading, close reading and affectionate reading, and experience the beauty of language and writing, so as to understand the author's implication and unexpected situation. For example, in the article "My own flowers are for others" in the fifth grade lesson, the third paragraph ends: "Every family is like this. When I was in the house, my own flowers were for others to see; When walking in the street, I look at other people's flowers. All for one and one for all. I think this realm is quite intriguing. " This passage is profound and points out the center of the article. In order to make students understand the meaning of this sentence, I focus on guiding students to read aloud with emotion, especially the last two sentences. At first, the students read: "All for me and all for me. I
I think this realm is quite intriguing. "Students read" It's quite intriguing "faster. I said," Everyone is for me, and I am for everyone. "
Have you explored this realm so soon? Come again! "I quoted:" Everyone is for me and I am for everyone. I think this realm is-"The student replied:" It's quite intriguing. "This time, some students read the taste of' intriguing', and some students didn't realize it. I didn't rush into the next link, but continued to guide. After my repeated reading and students' repeated reading, students can finally express the author's thoughts and feelings accurately through reading. Another example is the second paragraph: "I once asked my landlady: You grow flowers for others to see! She smiled and said, "Exactly!" Now students understand that "smile" means smile, and "that's it" means that the landlady holds the flowers up for others to see. This is very common, and everyone does. I asked the students, "How should I pronounce this sentence?" The student said that he would study level leveling. The student read: "She smiled and said,' Exactly!'" ""I feel that the students didn't show the landlady's smile and plain tone when they spoke. So I smiled and read: "She smiled and said-"The student replied: "Exactly!" Students can't read normally, and I'm not in a hurry, but I guide them repeatedly until students can accurately understand the smile and plain tone of the landlady when she speaks. In this way, after long-term training, students not only gain feelings in reading the text, but also gradually cultivate a sense of language and improve their Chinese literacy.
Second, use a variety of methods for training to improve students' reading ability.
(1) Pay attention to the exemplary role of teachers, students and the media, and gradually cultivate reading ability.
The most commonly used means in the primary stage of reading training should be the teacher's model essay reading. The teacher's demonstration reading is like a paving stone, a weaving shuttle. Mr. Ye Shengtao once said: "convey the expressions and interests in the article in tone, so that students have a deep understanding." The teacher's demonstration reading is undoubtedly the most direct guidance. Which words should be read lightly, which words should be stressed, where to read quickly, where to read quickly.
If you want to read slowly, once you have a model essay reading, you can go deep into the students' hearts and play a subtle role. In my teaching, I usually read essays with beautiful language, strong sense of rhythm and appeal, and ask students to imitate reading repeatedly. As the saying goes, "Reading in a hurry makes swimming interesting." For example, the eighth lesson of the first volume of the sixth grade, "China Teenager", is a poem praising the motherland. In the emotional rhythm, the whole poem is even, with clear rhythm and rhyme at the end of the sentence. You can feel a strong sense of rhythm when reading aloud. Learning this poem focuses on reading aloud. If a teacher is good at reading aloud, he should demonstrate reading aloud in a sonorous, distant and passionate tone. For example, the ending part is a summary of the whole poem, and he must read the momentum. It is very important for the teacher to read the model essay aloud. For example:
"Listen, Lusheng and Suona play together. ...
Look, the swallow and fly with me the eagle. .....
Fifty-six flowers are in full bloom, ...
Decorate the Wan Li Garden. .....
Let the souls of our ancestors proudly marvel: ...
Ah! This is my China! ...
This is China boy! ......
If the teacher's own reading level is limited, he can also play a demonstration role of multimedia, such as playing recordings, organizing students to listen repeatedly and practicing reading softly. Organizing students to listen to standardized reading should have clear goals and requirements, which can create learning scenarios, stimulate learning interest, help to understand articles, imitate and improve students' reading ability. In addition to teachers' model reading and listening to tapes, excellent students' model reading is also a good example. When some students are proficient in reading skills, teachers can let them take on the role of "little teachers" to help and drive other students to practice reading and gradually master reading skills.