Reading aloud is a learning method that uses the heart, eyes, mouth, and ears simultaneously. It is a golden key to return the Chinese classroom to students, allowing students to enter the Chinese language hall with interest and understand the Chinese world. For low-grade students who have just entered school (especially rural students with unstandardized preschool education), reading aloud is the bridge between written language and oral language (dialect), and is the cornerstone of the development of their language ability. Since the new curriculum reform, everyone has attached great importance to the teaching of reading aloud. There is a lot of reading in the classroom, including model reading, lead reading, reading together, individual reading, dual reading, role-based reading, etc. The forms of "reading" are rich and colorful. However, in teaching, we often find that: some students are unwilling to read and cannot complete the reading tasks assigned by the teacher; some students read like "little monks chanting scriptures" and cannot enter the mood; some students still cannot read the texts they have learned fluently. . This will inevitably affect the development of students' comprehensive Chinese ability, and it also has to cause us to think about how to provide effective guidance in reading aloud teaching in lower grades to improve the effectiveness of reading aloud. The "Chinese Curriculum Standards" clearly states that the goal of reading aloud teaching in the first stage of school is "learning to read texts correctly, fluently and emotionally in Mandarin." I believe that "correctness, fluency, and emotion" are the norms for reading aloud teaching, and they are also the trilogy of effective guidance for low-grade reading aloud teaching. These three trilogies must be advanced step by step, step by step, in order to play a harmonious and beautiful movement for low-grade reading aloud teaching.
1. Guidance on reading correctly in Mandarin - "The skill of sharpening the knife and chopping firewood"
Reading correctly in Mandarin is the most basic goal and the minimum goal for students to read a text aloud. Require. But for students in lower grades, this is the basis for learning Chinese, and it is the top priority of reading aloud teaching in lower grades.
How to read it correctly? Zhu Xi said in "Xunxue Zhaigui": "Whenever you read... you must read every word loudly, not a word wrong, not a word missing, not an extra word, not a word wrong, not a word far-fetched and memorized..." This "One must and five must not" is the best comment to read correctly. In teaching, I slightly changed Zhu Xi's "One Must and Five Don'ts" into "One Must and Four Don'ts", that is, when reading, "You must read every word loudly, not a word wrong, not a word missing, not a word too much." "One must not miss a word", and these "one must and four must not" are regarded as the basic standards for correctly reading the text, and students are required to memorize it by heart and use it to evaluate whether they and their classmates have read correctly. Once the requirements are clear, students will have a good idea of ??how well they will read. In class, I often ask students to use this standard to act as little judges and little teachers to review and evaluate each other. The children are all very interested, examine very seriously, and read very attentively, so the learning effect is naturally good. Don't underestimate these "one must and four musts", which are the foundation for cultivating the reading ability of children in lower grades. "Every word is loud" is the "confidence index" for lower grade students to read aloud. Many children who have just entered school are often shy to speak and dare not read aloud due to factors such as timidity and too strong dialect. Over time, they will Affects their reading and speaking abilities. Only "every word is loud" can "the sound reach the ears". Most of our students are children from rural areas. They hear mostly dialects in daily life and rarely communicate in Mandarin. As a result, the students' oral expression skills are poor and irregular, and it is difficult to express themselves using Mandarin vocabulary and sentences. Thought. Therefore, reading aloud "every word loudly" transforms "standardized written language" into "vocal spoken language", reproducing all the subtle and complex emotions of the author and the protagonist that permeate and overflow between the lines of the article. In this way, a bridge of communication can be established between students' original oral system and written language, continuously enriching students' "oral vocabulary warehouse", reconstructing students' oral schema, and thereby improving students' speaking ability. It is not easy for children in lower grades to achieve the "four musts". They must achieve the "three things", that is, the heart, the eyes, and the mouth. If your mind is absent, you will not be able to see carefully, and you must make a mistake. Therefore, the "Four Don'ts" are more about cultivating students' good reading habits and their willpower to concentrate on learning. However, to effectively guide students to read aloud correctly in Mandarin, they must also pass "two hurdles":
1. Live the "Hanyu Pinyin Pass"
Hanyu Pinyin is a crutch for students to read and learn Mandarin. Only by correctly and skillfully mastering the sounds, rhymes, tones and pinyin methods of Hanyu Pinyin can we lay a good foundation for learning Mandarin. . Therefore, the teaching of Chinese Pinyin to lower-grade students must not be careless, but must be down-to-earth, so that every student can correctly grasp the pronunciation of each letter, and gradually reach the level of "direct speech" by spelling syllables correctly and skillfully. Due to the influence of dialect sounds, our southern children often cannot differentiate between n and l, and some children cannot pronounce the front and rear nasal sounds and the flat tongue sounds accurately. This requires our teachers not to use their strength evenly when teaching Pinyin, but to spend great efforts to break through difficulties and ensure that every student can pass the Pinyin test well. For some children whose pronunciation is defective and difficult to correct for a while, don't try too hard to correct it in class. To protect the child's self-esteem from being hurt, it's best to provide individual tutoring outside class, insist on practicing every day, and slowly make corrections without any carelessness. These children will no longer dare to read "every word loudly".
2. Take care of "literacy and word learning"
Most of our students come from rural areas. Before entering school, they lived in an environment where they only communicated in dialects. Their Mandarin vocabulary was poor. When they started to learn to speak Mandarin, they were completely "parroting".
When I first entered the first grade, I found many students sitting stunned in class, indifferent to what I said, and looking at a loss. When asked why, the student's answer was beyond my expectation: "Teacher, I don't understand what you are saying?" The reason is that the vocabulary of Mandarin does not match the things perceived in students' lives. When some students used "Guoran" in a sentence, they actually said: "There are many Guoran growing on the fruit trees in my yard." It was ridiculous. Therefore, we must help students pass the "literacy and word learning barrier" well.
2. Guidance on fluent reading - "making everything sound as if it comes from my mouth"
Fluency, as the name suggests, means speaking and reading articles as smoothly as a stream. The tinkling sound is pleasant to the ear. To read fluently, correctness is the foundation. Correctness will lead to comprehension, generality will lead to smoothness, and smoothness will lead to fluency. This is a process of improvement through repeated practice. "Reading fluently" actually emphasizes that students should "read more" and "read well", so that "everything they say seems to come from my mouth." During the teaching process, I found that some students can read a text fluently after reading it several times, but there are always some students who cannot read it fluently despite repeated practice. , broken words and sentences. Although this has a lot to do with the students' own language sense ability, I think it is even more inseparable from our daily solid and effective guidance and training.
1. Guide students to read through sentences
On the basis of reading words correctly, we have to guide students to read difficult sentences repeatedly to ensure that students can read the text fluently. Some long sentences often appear in lower grade texts, and teachers should be well aware of them when preparing lessons. When naming students to read the text and checking whether they can read the text correctly and fluently, they will never let go of any sentences that are not read correctly or fluently. The students who are reading will be asked to read again until the reading meets the requirements. until. For some long sentences that are difficult to read, students can be guided to use "/" to draw pauses according to the meaning of the sentence. The teacher can read the text and let the whole class read it repeatedly to truly read the text correctly and fluently.
2． Training sight reading span
From words to sentences, from easy to difficult, step by step, the foundation of reading aloud is gradually laid, but some students still have difficulty reading and are not fluent. In practice, I carefully observed students' reading aloud and found that those students who did not read fluently were caused by differences in sight reading span (psychology refers to the number of words a reader can see at a glance as sight reading span). The average child's sight reading span can be 4-5 words at most, and less than 1 word at least. Therefore, some children can only use one word as a reading unit when they start reading. For example, when the sentence "We love our motherland" is read aloud, most children will initially read it as "We-we-love-the-motherland", which causes phenomena such as dragging, reciting, and counting. Therefore, in teaching, I trained students' sight reading span by reading children's songs, rhymes, and changing the presentation of texts.
Change the way text is rendered. The paragraphs and long sentences of some texts are difficult to read. Based on the content of the text, I change it into a poem with a number of words that is basically close to the students' visual reading range and present it to the students. For example, the first natural paragraph of "Bamboo Shoots", It can be presented like this:
Rustling, calling softly to wake up quickly
Rustling, bamboo shoots,
Chunyu girl, playing music ,
The dull text became a jumping line of poetry. No explanation was needed. The pauses and rhythm of the reading were clear at a glance. The students were also enthusiastic when reading aloud. After practicing reading a few times, they read the text again. The whole class basically can read aloud fluently.
3． Training "seeing" comes before "reading"
While training students' visual reading span, during the daily reading process, I guide and encourage each student to read the text aloud so that "eyes are faster than mouth", that is, "Looking" comes before "reading", which requires students to pay close attention when reading aloud. When the mouth reads the previous word or phrase, the eyes should look at the next word or phrase. When the mouth reads the last word or phrase of the previous line, the eyes should Look at the first word or phrase on the next line. When students are reading aloud, teachers should pay attention to observation. Students whose eyes wander outside the book are students who are not reading fluently, or students who are not "eyes faster than mouth" and remind them in time. Perseverance and developing habits will be of great benefit to improving students' reading ability and understanding ability.
3. Guiding reading with emotion - "making all the meanings come from my heart"
Reading with emotion is the highest goal of reading teaching, and this emotion is It is complex and diverse. It includes the emotions of the characters that permeate the lines and the author's emotions hidden behind the words. It includes the readers' own emotions and the readers' emotions towards the language and characters of the motherland. Reading aloud teaching in lower grades plays a foundational role in cultivating these emotions in students. In the teaching process, while we guide students to read the text vividly and vividly, we also lead students into the text and let them read it. As Mr. Ye Shengtao said: "Put yourself in the other person's shoes, respond to him with excitement where he is passionate, and respond to him with euphemism where he is euphemistic." Let students and the author listen and think, not only know what the author said, but also communicate with the author's soul, and truly do what he said. To "make everything as if it comes from my heart." Everyone says that emotional reading comes from reading, and students "enlighten" it while reading. However, children in lower grades have lower ability to understand and comprehend texts, so in the process of emotional reading guidance, it is necessary to provide guidance on some reading techniques, such as stress, pauses, intonation, speaking speed, etc. As the saying goes, "There are tricks to win without tricks." But to achieve "no tricks," you must first have tricks.
1. Model reading guidance
For children in lower grades, teacher's model reading is the best and most direct way to guide them to read emotionally. Children in lower grades have strong imitation abilities. Some children perfectly imitate the teacher's expressions and tone of voice when reading. However, children will also learn some of the shortcomings of teachers when they study. There was a teacher who had rhinitis. He would make a sound or sniffle without reading a sentence of the text. As a result, some children also learned this problem. Therefore, teachers' model reading must be standardized and must be practiced repeatedly during lesson preparation, so that the model reading can truly become a model for guiding students to read aloud. The vivid and vivid teacher's demonstration of reading will deepen the students' impression of the text. The beautiful, accurate and expressive language in the text especially fascinates students. The model reading conveys the teacher's own attitude, and the clear love and hatred during the model reading are strong. It deeply affects students and makes their thoughts and feelings resonate with teachers.
2． Perceiving Parts of Speech
To cultivate the emotional reading ability of children in lower grades, we must first cultivate children's sensitivity to words, that is, cultivate children's ability to perceive the emotional color of words. Every word in our Chinese language is alive and has a unique life schema. In the eyes of students with a keen sense of language, reading the word "spring" is not only the name of a season, but also a world of "birds singing, flowers fragrant, and colorful colors"; when seeing the word "happiness", a warm feeling will surge in the bottom of my heart. Feel. Children in lower grades are completely blank about the emotional color of a certain word, and their sensitivity needs to be gradually cultivated in classroom teaching. For example, when learning the word "happiness", children in lower grades have no emotional color towards the word "happiness" before learning it. Only by guiding students to connect it with the reality of life, can they become emotional about it. When they hear and read it in the future, It is the word "happiness" that arouses emotions. Suhomlinsky said: "You must cultivate children's sensitivity to the emotional color of words, and you must make students treat the sound of words like music!" Yes, only students have the "sound of words" in their hearts, Only then can one play "the moving music of every sentence". In daily teaching, I often guide students to find some words with opposite or relative meanings and emotional colors to compare and read aloud to understand the "sound" of the words. For example, "happiness - pain", "smiling face - sad face", etc., guide students to understand the "sound" of these words by adjusting the tone and pitch of reading aloud.
3． Role reversal
Due to their superior living conditions, today’s children only have “sweetness” and no “bitterness, spicyness, or sourness” in their lives. When learning texts, many children often cannot enter the context of the text. , the experiences and emotions of the protagonist in the text are difficult to arouse their excitement. Therefore, when reading a text, the voice is often dry and the emotions cannot be read. Mr. Ye Shengtao once said: "The author has a clear mind, and entry begins with relatives." When studying the text, we should bring students into the situation described in the text, so that students can read out their emotions. According to the characteristics of children in lower grades who like fantasy, in the process of learning texts, I often guide students to "role reversal", that is, when reading some highly emotional articles written in the third person, let students write about the protagonist in the article. The student's name was changed to "I" and "role reversal" was performed. With this conversion, the students' interest in learning increased and they quickly integrated themselves into the context of the text. For example, when studying the article "The Deer's Subtraction", the students did not fully understand the deer's love for the roses. I asked the students to change the deer or brother in the text to "I", so that the students seemed to be a character in the text. Members, many problems were solved immediately, and the text was even more vivid when reading aloud.
In short, the cultivation of children's reading ability in lower grades must be based on the development of the students, pay attention to each child, pay attention to the child's life world, emotional state and emotional experience, and regulate it in a purposeful and planned way Only by providing guidance, step by step, and perseverance can we achieve practical results, truly make children gain from "reading", and lay a solid foundation for children's lifelong growth.