朗读是一件既有意义而又愉快的事情,在教学中是教师经常使用的手段。尤其是在讲求积累、感悟的语文教学阶段,更是不可或缺的形式。对学生来说,一个人朗读水平的高低,能看出他的语文表现力如何,同时朗读能力标志着他的文学修养、理解能力、分析能力、表达能力的高低。但是,我们有时在上课指导朗读时,只注意了学生的朗读次数,往往缺乏具体指导的用语,使朗读停留在表面上,学生也读来无趣,像念经似的,这是不能达到语文新课标要求的“正确、流利、有感情”。因此,我在教学实践中是这样指导朗读的: Reading aloud is both meaningful and enjoyable. It is a common teaching method used by teachers. Especially in the emphasis on accumulation, perception of Chinese teaching stage, but also an indispensable form. For a student, a person reading aloud level can see his language expressiveness, while reading ability marks his literary accomplishment, understanding ability, analytical ability, ability to express the level of. However, sometimes when we read the instruction in class, we only pay attention to the number of students who read aloud, often lacking specific instructional terminology, leaving the reading aloud on the surface and the students also reading boring, like reading scriptures, which can not achieve the new Chinese lesson Standard requirements “Correct, fluent, with feelings ”. Therefore, I am teaching instruction in the teaching of reading: